To make a preliminary assessment of the perceptions of healthprofessionsstudents about interprofessional cooperation. Healthprofessionsstudents (588 students from eight professions) at the Iowa Geriatric Education Center's partner institutions received a questionnaire of demographics questions and the Interdisciplinary Education Perception Scale (IEPS). The IEPS is an 18-item questionnaire that uses a six-point Likert-type scale to measure attitudes toward interprofessional cooperation on four factors: competence and autonomy, perceived need for cooperation, perception of actual cooperation, and understanding others' value. Total mean IEPS scores differed significantly among professional groups (p =.001), with physician assistant students scoring highest (most positive attitudes) and chiropractic students scoring lowest. The medical students' mean total score was significantly lower than was that of physician assistant students (p =.003) and higher than was that of chiropractic students (p =.000), but medical students' scores did not differ significantly at the alpha =.05 level from those of osteopathy, physical therapy, nursing, podiatry, or social work students. This study provides the first normative data for the IEPS for students from these eight healthprofessions. This instrument may be valuable when designing an evaluation scheme for training programs that have interdisciplinary components, which may be increasingly prevalent in the future.

This report was based on a survey to determine how students in the healthprofessions of medicine osteopathy, dentistry, optometry, pharmacy, podiatry, and veterinary medicine financed their educations during the 1970-71 school year. The purpose of this nationwide survey was to provide information on patterns of student expenses and on the sources…

The internet is increasingly a part of everyday life by facilitating networking opportunities and offering ways to associate with others who have similar interests, values, or goals. An online survey was administered to 644 first-year students and 413 graduating students via Surveymonkey to investigate their media preferences, to gauge if they are active on social media sites, and to evaluate how they responded to advertisements. Students were in the following healthprofessions: biotechnology, couple and family therapy, medicine, nursing, occupational therapy, physical therapy, public health, radiologic and imaging sciences, and pharmacy. Results indicate that students prefer online media as their primary source of information. The majority of students were using Facebook, and very few were using Twitter or LinkedIn or other social networking sites. Understanding social media usage has several implications for educating, connecting with, and researching healthprofessionsstudents from all stages of their academic career.

Incomplete vaccinations among students in health care professions lead to an increased risk for infections. Until now, only few studies related to this issue do exist. Therefore vaccinations and awareness regarding the importance of vaccinations among students in health care professions should be investigated. All 433 students of a regional college for health care professionals were asked to complete a standardized and anonymous questionnaire. Altogether 301 nursing students and 131 students of the other health care professions participated. About 66.1 percent of nursing students and 50.4 percent of students of other health care professions rated vaccination as "absolutely necessary". Different percentages of completed vaccinations were reported for tetanus (79.1 percent versus 64.4 percent), hepatitis B (78.7 percent versus 77.5 percent) and hepatitis A (74.1 percent versus 68.5 percent). 6.3 percent versus 15.4 percent did not know if they were vaccinated against tetanus, hepatitis B (5.3 percent versus 7.7 percent) and hepatitis A (5.6 percent versus 9.2 percent). While approximately half of the students reported "primary vaccination and booster" against mumps (59.5 percent versus 53.5 percent), measles (58.8 percent versus 54.6 percent) and rubella (58.3 percent versus 55.4 percent), this was reported less for pertussis (43.8 percent versus 39.8 percent) and varicella (32.4 percent versus 25.2 percent). The results indicate inadequate vaccination status in the investigated students. In addition, a gap between the awareness of the importance of vaccinations and personal preventive behavior became obvious. Therefore, education of these future health professionals still requires issues related to vaccinations.

THIS MONOGRAPH PRESENTS A PORTION OF A LONGITUDINAL STUDY BEING CONDUCTED BY THE REHABILITATION RESEARCH INSTITUTE AT THE UNIVERSITY OF FLORIDA. THE TOTAL PROGRAM ATTEMPTS TO IDENTIFY THE CHARACTERISTICS OF STUDENTS IN EACH OF THE HEALTH RELATED PROFESSIONS. THE CHARACTERISTICS SOUGHT ARE THOSE WHICH DISCRIMINATE ONE PROFESSION FROM ANOTHER AND…

Increased bandwidth, broadband network availability and improved functionality have enhanced the accessibility and attractiveness of social media. The use of the Internet by higher education students has markedly increased. Social media are already used widely across the health sector but little is currently known of the use of social media by healthprofessionstudents in Australia. A cross-sectional study was undertaken to explore healthprofessionstudents' use of social media and their media preferences for sourcing information. An electronic survey was made available to healthprofessionstudents at ten participating universities across most Australian states and territories. Respondents were 637 first year students and 451 final year students. The results for first and final year healthprofessionstudents indicate that online media is the preferred source of information with only 20% of students nominating traditional peer-reviewed journals as a preferred information source. In addition, the results indicate that Facebook usage was high among all students while use of other types of social media such as Twitter remains comparatively low. As healthprofessionstudents engage regularly with social media, and this use is likely to grow rather than diminish, educational institutions are challenged to consider the use of social media as a validated platform for learning and teaching.

Lifelong learning is considered to be an element of professionalism for healthcare professionals. Accreditation standards for healthprofessions educational programs require that lifelong learning be promoted in the curriculae; however, tools to assess whether these standards are met are sparse. This study evaluated the internal structure of student responses on a transdisciplinary adaptation of the Jefferson Scale of Physician Lifelong Learning-Medical Students Version (JeffSPLL-MS). The Jefferson Scale of Lifelong Learning-HealthProfessionsStudents Version (JeffSPLL-HPS) was administered to 180 students in eight entry-level healthprofessions programs. Confirmatory factor analyses were performed to investigate internal structure. JeffSPLL-MS and JeffSLL-HPS mean scores were similar. Cronbach's alpha for the JeffSLL-HPS was 0.85. Results of the confirmatory factor analysis revealed a three-factor structure of the JeffSLL-HPS that was consistent with that of the JeffSPLL-MS. The Cronbach's alphas for the three factors on the JeffSLL-HPS were 0.78, 0.73, and 0.62. The JeffSLL-HPS's internal structure is similar to that of the JeffSPLL-MS. The tool may be valuable for faculty and administrators in healthprofessions programs for assessing their goal of meeting accreditation standards and to assess the extent to which their students value the importance of lifelong learning.

This study was to determine what the distribution of the four types of gender-related personality categories was among allied healthprofessionsstudents and whether these personality categories were related to career choice. The androgynous personality was the most frequently occurring personality category, followed closely by feminine-typed…

To develop and implement a health fair and educational sessions for elementary school children led by healthprofessionsstudents. The structure and process were developed with elementary school administration to determine the health topics to be covered. Students and faculty members created a "hands-on," youth-oriented health fair and interactive health educational sessions. Quantitative and qualitative data were collected on learning outcomes from the underserved child population and healthprofessionsstudents. The health fair and educational sessions increased awareness of underserved youth in the areas of critical health behaviors, purposeful education on health issues facing their community, and exposure to careers in various healthprofessions. The activities provided meaningful learning experiences for the healthprofessionsstudents. The health education program model is an excellent way to teach health education, communication and critical thinking skills, and service learning to healthprofessionsstudents.

Patients' sexual concerns are frequently underestimated because of health professionals' reluctance to address sexual health issues. Though it has been documented that sexual attitudes are extremely influential in everyday clinical practice, limited data exist on identifying health professionals' attitudes. To explore sexual attitudes in medical students and students in allied healthprofessions. The Derogatis Sexual Functioning Inventory (DSFI)-Attitude Subscale was used to assess sexual attitudes. The sample included 1st and 4th year college students enrolled in the following academic departments/schools of two academic institutions leading to healthprofessions: medical school, psychology, pharmaceutical school, nursing and midwifery. Demographic data were obtained relating to sexual behaviors and information sources on sexual issues. Data were analyzed using independent samples t-test and two-way analysis of variance, as well as logistic regression and Pearson's correlation coefficient. A total of 714 students (81.9% females) participated in the study: 48.5% 1st year students and 51.5% seniors with a mean age of 20.17 years (SD = 1.87, range 17-25). Using iterative cluster analysis on DSFI scores, participants were divided in conservative (N = 167), liberal (N = 224), and neutral (N = 323) clusters. A significant gender difference on sexual attitudes was obtained (P < 0.001) with male students being more liberal compared to females (mean = 18.26 and mean = 11.13, respectively). Differences were also revealed for the field but not for the year of study. Analysis also revealed that liberalism in sexual attitudes is more likely to be affected by a liberal stance toward religion (OR: 2.39), receiving information for sexual matters mainly from peers (OR: 1.86), and media influence on students' sexual life (OR: 1.68). Gender, personal values, and experiences influence students' attitudes toward sexual issues. Since negative attitudes can impede effective sexual

This descriptive study examined the conceptions and misconceptions students in healthprofessions have regarding older people. The research was conducted in Ile-Ife, Nigeria. The findings revealed that students in healthprofessions, as a whole, demonstrated a high degree of stereotypic misconceptions and poor knowledge about aging and older…

The production of publications is a key component of one's career advancement in medicine. The goal of this piece is to discuss five tips to help healthprofessionstudents get started in medical writing. First, students should take full advantage of the time-saving resources at the local academic biomedical library. Second, outlining a manuscript is one of the essential first steps for producing a successful, high-quality publication. Third, planning the manuscript and writing efficiently is critical since many young authors are either in medical school or residency and do not have ample time to devote to the writing process. Fourth, communicating complex concepts, thoughts, ideas, and observations in a simple way is important and helps limit redundancies, awkward passages, and improves reader comprehension. Lastly, a student can maximize their chances at publication if they are persistent in how they approach manuscript submission. The chances for successful publication of a project can be increased if young authors consider the tips supplied here.

The Pathways for Students into HealthProfessions program is one of four nationally funded programs by the Maternal and Child Health Bureau of the US Department of Health and Human Services to support the training of undergraduate students, particularly from under-represented minority groups to pursue maternal and child healthprofessions. To assess the program's impact on student ratings, knowledge, and interest in maternal and child healthprofessions. A baseline survey on student ratings and knowledge in maternal and child health topics and careers, public health topics, and career development topics was provided to 32 students at the beginning of their first year in the program and approximately 1 year after participation. Half of the students (16 students) in the program from 2009-2011 were from traditionally underrepresented minority groups. After participation, students reported significantly higher ratings of interest in maternal and child health topics and careers and in receiving adequate academic and career guidance. Students also reported significantly higher knowledge of public health, childhood and maternal morbidity and mortality, health care disparities, and life course health development. The program's didactic, experiential, and mentorship activities are changing student ratings and knowledge in a favorable direction toward maternal and child health careers and topics. Undergraduate training programs may be an important mechanism to strengthen the pipeline of a diverse healthcare workforce.

We conducted the GHPSS (Global HealthProfessionsStudent Survey) to obtain information regarding healthprofessionstudents' smoking habits and perceptions, exposure to secondhand smoke (SHS) as well as level of knowledge and training on tobacco use and smoking cessation counseling. GHPSS is a survey for third-year students in the following fields: health visitors, dentistry, medicine, nursing and/or pharmacy. The highest tobacco use prevalence rate and exposure to SHS were recorded among health visitor students with 46.4% and 33.3% respectively. The majority of the respondents believed that their profession serves as a role model for their patients. Formal training on cessation counseling ranged between 10.7% for health visitor students to 22.4% for nursing students. The relatively high percentage of healthprofessionstudents who currently smoke and the alarmingly high percentage of those exposed to SHS indicate lack of concerted efforts for implementation and effective enforcement of the anti-tobacco policy measures. Despite its significance, formal training on cessation counseling for students is strikingly low. These results indicate the urgent need to train health professional students on tobacco cessation counseling and educate them on the dangers of tobacco use, SHS and the positively influential role they can play to affect their patients' smoking habits.

We conducted the GHPSS (Global HealthProfessionsStudent Survey) to obtain information regarding healthprofession students’ smoking habits and perceptions, exposure to secondhand smoke (SHS) as well as level of knowledge and training on tobacco use and smoking cessation counseling. GHPSS is a survey for third-year students in the following fields: health visitors, dentistry, medicine, nursing and/or pharmacy. The highest tobacco use prevalence rate and exposure to SHS were recorded among health visitor students with 46.4% and 33.3% respectively. The majority of the respondents believed that their profession serves as a role model for their patients. Formal training on cessation counseling ranged between 10.7% for health visitor students to 22.4% for nursing students. The relatively high percentage of healthprofessionstudents who currently smoke and the alarmingly high percentage of those exposed to SHS indicate lack of concerted efforts for implementation and effective enforcement of the anti-tobacco policy measures. Despite its significance, formal training on cessation counseling for students is strikingly low. These results indicate the urgent need to train health professional students on tobacco cessation counseling and educate them on the dangers of tobacco use, SHS and the positively influential role they can play to affect their patients’ smoking habits. PMID:22470295

In research ethics reviews, traditional approaches of research ethics boards (REBs) balance the risks with the potential for benefit of proposed studies, and this review process has been similar for healthprofessions education research (HPER) as it has been for clinically based studies. Healthprofessionsstudents are the primary population from…

In research ethics reviews, traditional approaches of research ethics boards (REBs) balance the risks with the potential for benefit of proposed studies, and this review process has been similar for healthprofessions education research (HPER) as it has been for clinically based studies. Healthprofessionsstudents are the primary population from…

The International Federation of Medical Students' Associations (IFMSA) is concerned that students are not graduating feeling energized by their social purpose. IFMSA raises a question about the role of the definition of health in limiting the comprehensiveness of the current approach to health and health care in medical and healthprofessions education. IFMSA surveyed medical students about medical curricula. We found that a minority of surveyed students have experienced interdisciplinary teaching, with the lowest exposure in low- and middle-income countries. Medical students are clearly stating their dissatisfaction with the lack of holistic and comprehensive approach to health and health care. Our impatience for contributing to health equity is a virtue in seeking change in curricula and broader collaboration for health.

A computer tutorial on nutritional assessment was developed and used with three different groups of healthprofessionsstudents. Complete data were available for 45 nursing students, 36 physician assistant students, and 68 physical therapy students. Overall for the three groups there was a significant increase (p < 0.0001) from pretest to posttest scores. This increase was not significantly different among the groups, suggesting that a single computer tutorial can be used effectively to teach basics of nutritional assessment to different groups of healthprofessionsstudents and allow sharing of cost for computer instruction among programs.

Expenses that healthprofessionsstudents incurred, sources of income to meet those expenditures, and indebtedness incurred by the students during the 1976-77 school year were studied. A questionnaire, which is appended, was mailed to a sample of students registered in schools of dentistry, optometry, osteopathic medicine, pharmacy, podiatry,…

Increased job opportunities in healthprofessions make recruitment of students imperative. Effective recruitment requires a knowledge of what students value when making career decisions. This study of dietetic (n = 514) and other college students (n = 352) showed that achievement and economic security were the most important factors in their career selection regardless of major or race. Dietetic majors rated achievement, economic security, ability utilization, personal development, altruism, and working conditions significantly higher than did nondietetic students (p < or = 0.001). Economic security was rated significantly more important by dietetic and allied health majors than by other students. Many of the values important to students in this study are attainable through careers in dietetics and other allied healthprofessions. The results of this study should be examined further with a larger sample of allied health majors to assist educators in recruiting and providing career counseling to students.

Interprofessional teamwork should include interprofessional feedback to optimize performance and collaboration. Social identity theory predicts that hierarchy and stereotypes may limit receptiveness to interprofessional feedback, but literature on this is sparse. This study explores perceptions among healthprofessionsstudents regarding interprofessional peer feedback received after a team exercise. In 2012-2013, students from seven healthprofessions schools (medicine, pharmacy, nursing, dentistry, physical therapy, dietetics, and social work) participated in a team-based interprofessional exercise early in clinical training. Afterward, they wrote anonymous feedback comments for each other. Each student subsequently completed an online survey to rate the usefulness and positivity (on five-point scales) of feedback received and guessed each comment's source. Data analysis included analysis of variance to examine interactions (on usefulness and positivity ratings) between profession of feedback recipients and providers. Of 353 study participants, 242 (68.6%) accessed the feedback and 221 (62.6%) completed the survey. Overall, students perceived the feedback as useful (means across professions = 3.84-4.27) and positive (means = 4.17-4.86). There was no main effect of profession of the feedback provider, and no interactions between profession of recipient and profession of provider regardless of whether the actual or guessed provider profession was entered into the analysis. These findings suggest that students have positive perceptions of interprofessional feedback without systematic bias against any specific group. Whether students actually use interprofessional feedback for performance improvement and remain receptive toward such feedback as they progress in their professional education deserves further study.

This article describes how to make tactile charts for students who are blind and in the allied healthprofessions on the basis of medical images and how students who are blind evaluate these charts. Editing rules for creating the charts are discussed. (Contains references.) (CR)

This study measured and compared the pre- and post-course differences in college students' attitudes toward and achievement in an asynchronous, Web-based, healthprofession course. The distance course included 14 Web-based learning modules that students could complete at their own pace prior to finishing the end of the term. The course also…

Evidence now suggests that improved empathic behaviors can have a positive impact on healthcare outcomes. Therefore, having psychometrically-sound empathy scales is important for healthcare educators. In this study, the factor structure of the 20-item Jefferson Scale Empathy-HealthProfessionStudents' version, when completed by a group of undergraduate paramedic students from a large Australian university, was investigated. Data from the Scale completed by 330 paramedic students were analyzed using principal components analysis followed by a maximum likelihood confirmatory factor analysis to test goodness of fit to the sample data. Two factors emerged from the principal components analysis, "compassionate care" and "perspective taking", accounting for 44.2% of the total variance. The 17-item two-factor model produced good model fit and good reliability estimates. Three of the original items did not fit the model. Results from the confirmatory factor analysis suggest that the 17-item Jefferson Scale Empathy-HealthProfessionStudents' version is a valid and reliable measure for undergraduate paramedic students' empathy levels.

Health providers' personal and professional experiences may predict attitudes toward lesbian, gay, bisexual, and transgender (LGBT) individuals and can therefore serve as key targets for healthprofessions training aimed at decreasing barriers to high-quality patient care. This study explored the relationship between professional, demographic, and training characteristics and healthprofessionsstudent attitudes toward LGBT patients. Students from a health sciences university and applied mental health programs in Georgia (N=475) completed a survey that included a modified version of the Attitudes Toward LGBT Patients Scale (ATLPS). Profession, sexual orientation, current financial status, religion, religiosity, spirituality, and self-reported familiarity with various religious perspectives on sex were associated with ATLPS scores. However, religiosity and self-reported familiarity with various religious perspectives on sex were the only significant predictors of ATLPS scores when these variables were included in one general linear model. Healthprofessionsstudents with higher levels of religiosity and lower levels of self-reported familiarity with various religious perspectives on sex reported less positive attitudes toward LGBT individuals. Results suggest that personal factors may be important to address in interprofessional curriculum related to LGBT patient care. Self-report biases and other factors may limit the accuracy and generalizability of the findings.

This 1988-89 survey of 319 students in the medical, dental, nursing, and allied health-care professions revealed that over one-third had reservations about treating AIDS (Acquired Immune Deficiency Syndrome) patients. Unwillingness to treat AIDS patients was strongly associated with homophobic attitudes. Education should emphasize methods for the…

This 1988-89 survey of 319 students in the medical, dental, nursing, and allied health-care professions revealed that over one-third had reservations about treating AIDS (Acquired Immune Deficiency Syndrome) patients. Unwillingness to treat AIDS patients was strongly associated with homophobic attitudes. Education should emphasize methods for the…

Alcohol and other drug (AOD) use behaviors of healthprofessionsstudents (HPS) were assessed by surveying both university-based HPS and other nursing programs in a Midwestern state in 1999. Response was 2,646 (56.4%) of surveyed students. Family history of alcohol-related and drug-related problems were reported by 39.8% and 13.9%, respectively,…

Alcohol and other drug (AOD) use behaviors of healthprofessionsstudents (HPS) were assessed by surveying both university-based HPS and other nursing programs in a Midwestern state in 1999. Response was 2,646 (56.4%) of surveyed students. Family history of alcohol-related and drug-related problems were reported by 39.8% and 13.9%, respectively,…

There are increasing numbers of international students undertaking health professional courses, particularly in Western countries. These courses not only expose students to the usual stresses and strains of academic learning, but also require students to undertake clinical placements and practice-based learning. While much is known about general issues facing international students, less is known about factors that impact on those studying in the healthprofessions. To explore what is known about factors that influence the psychological wellbeing of international students in the healthprofessions. A scoping review. A range of databases were searched, including CINAHL, Medline, Scopus, Proquest and ERIC, as well as grey literature, reference lists and Google Scholar. The review included qualitative or quantitative primary peer reviewed research studies that focused on international undergraduate or postgraduate students in the healthprofessions. The core concept underpinning the review was psychological issues, with the outcome being psychological and/or social wellbeing. Thematic analysis across studies was used to identify key themes emerging. A total of 13 studies were included in the review, from the disciplines of nursing, medicine and speech-language pathology. Four key factor groups emerged from the review: negotiating structures and systems, communication and learning, quality of life and self-care, and facing discrimination and social isolation. International health professional students face similar issues to other international students. The nature of their courses, however, also requires negotiating different health care systems, and managing a range of clinical practice issues including with communication, and isolation and discrimination from clinical staff and patients. Further research is needed to specifically explore factors impacting on student well-being and how international students can be appropriately prepared and supported for their

This paper describes the process of involving healthprofessionsstudents in research in rural primary care and how their research has contributed to the development and expansion of a rural community health center. Since 1978 over 400 students have completed rotations at the center, and more than 200 have been healthprofessionstudents, including medical, nursing, physician assistant, pharmacy, and health administration students. A total of 96 research projects were completed. These projects lie in two main areas: medical services and community outreach. Those related to medical services include measures of access to care, quality of care audits, clinical guideline development, practice patterns, prevalence studies, and qualitative research. Projects focusing on community outreach include community surveys, screening follow-ups, program evaluation, and program development. Principles that guide the selection and conduct of research projects include: Projects should be directly related to important work of the practice and reflect an interest of the student; projects are structured to include some or all of the following: literature search, data analysis, a visual display of quantitative information (table or graph), and application of relevant statistical tools; the student has a project supervisor; the student is a participant rather than an independent investigator; and a research flow sheet is used to orient students and NRHA staff to the larger research effort. Students are expected to present results, conclusions and recommendations to an appropriate group. Student research has made a significant contribution to both practice activities and practice policies.

Ensuring a stable Emergency Medical Services (EMS) workforce is a growing concern, and effective recruiting strategies are needed to expose young adults to the EMS profession. The objective of this study was to assess the exposure of high school allied healthstudents to EMS as a career option, as well as measure their attitudes and beliefs about the EMS profession. Hypothesis Few high school allied healthstudents are exposed to EMS educational and career opportunities. A convenience sample of allied healthstudents in a rural high school system was surveyed about exposure to EMS, career intentions, factors impacting career decisions, and attitudes and beliefs about EMS. Descriptive statistics were calculated, and intention to pursue an EMS career was modeled using logistic regression. Of 171 students enrolled in allied health courses across six high schools, 135 (78.9%) agreed to participate; 85.2% were female. Almost all (92.6%) respondents intended to pursue a health career, but only 43.0% reported that their allied health course exposed them to EMS as a profession. Few participants (37.7%) were knowledgeable about EMS associate degree or baccalaureate degree (27.4%) programs. Only 20.7% of the respondents intended to pursue EMS as a career, although 46.0% wanted to learn more about the profession. Most (68.2%) students expressed interest in an emergency medical technician (EMT) course if one were offered, and 80.0% were interested in a ride-along program. Independent predictors of pursuing an EMS career included exposure to EMS outside of high school (OR = 7.4, 95% CI = 1.7-30.4); media influence on career choice (OR = 9.6, 95% CI = 1.8-50.1); and the belief that EMS was mentally challenging (OR = 15.9, 95% CI = 1.1-216.6). Negative predictors included the beliefs that an EMS career was stimulating (OR = 0.05, 95% CI = 0.00-0.53) and physically challenging (OR = 0.06, 95% CI = 0.00-0.63); as well as prior exposure to an EMS job advertisement (OR = 0.14, 0

The selection of students for the healthprofessions is typically a very competitive multi-staged process that includes assessment of both cognitive abilities and personal qualities. The need for reliable and valid assessment measures is obvious. This review of the healthprofessions literature examines the evidence to support the use of various selection tools. It is clear that pre-admission overall grade point average (GPA) is the best predictor of academic performance in all of the healthprofessions; however, the relationship between pre-admission GPA and clinical performance is less clear. The Medical College Admission Test is a good predictor of performance of medical students in terms of in-course grades and licencing examination scores but a similar test does not exist in the other healthprofessions. Controversy remains as to the value of personal interviews and written submissions as selection tools, although it is clear that training of assessors and explicit rating guidelines enhance their reliability and validity. Ongoing research is needed to find more reliable and valid ways of assessing non-cognitive characteristics of applicants.

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences…

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences…

The current "Millennial Generation" of college students majoring in the healthprofessions has unprecedented access to the Internet. Although some research has been initiated among medical professionals to investigate the cognitive basis for health information searches on the Internet, little is known about Internet search practices among health and medical professional students. To systematically identify health professional college student perspectives of personal eHealth search practices. Q methodology was used to examine subjective perspectives regarding personal eHealth search practices among allied healthstudents majoring in a health education degree program. Thirteen (n = 13) undergraduate students were interviewed about their attitudes and experiences conducting eHealth searches. From the interviews, 36 statements were used in a structured ranking task to identify clusters and determine which specific perceptions of eHealth search practices discriminated students into different groups. Scores on an objective measure of eHealth literacy were used to help categorize participant perspectives. Q-technique factor analysis of the rankings identified 3 clusters of respondents with differing views on eHealth searches that generally coincided with participants' objective eHealth literacy scores. The proficient resourceful students (pattern/structure coefficient range 0.56-0.80) described themselves as using multiple resources to obtain eHealth information, as opposed to simply relying on Internet search engines. The intermediate reluctant students (pattern/structure coefficient range 0.75-0.90) reported engaging only Internet search engines to locate eHealth information, citing undeveloped evaluation skills when considering sources of information located on the Internet. Both groups of advanced students reported not knowing how to use Boolean operators to conduct Internet health searches. The basic hubristic students (pattern/structure coefficient range 0

The proposal in this document is based on the assumption that learning to learn is the most important outcome of professional and all formal education. It is suggested that a primary task of instruction is to assist the student to move from external motivation to internal motivation for learning and continuing to learn. It is proposed that these…

The objective of this study was to determine and analyze the use of information and communication technology (ICT) by oral healthprofessionsstudents in Victoria and South Australia. Data were collected during the 2009 and 2010 academic years via electronic survey. Out of 1,138 students studying in Adelaide and Victorian dental schools, 740 students participated, for an overall response rate of 65 percent. The majority were dental students (n=609) with 131 seeking a Bachelor of Oral Health (B.O.H.) degree. The majority were female (62.0 percent), had home Internet access (91.7 percent), and no barriers to accessing the Internet (87.2 percent). Among those who mentioned barriers, difficult access and cost were the most common. The Internet was accessed at least once a week by the majority for general purposes (93.5 percent) and for study purposes (84.2 percent). Nonetheless, thirty-nine students (5.3 percent) were non-frequent ICT users. The probability of an oral healthprofessionsstudent being in the non-ICT users group was explored utilizing a logistic regression analysis. The final model contained three predictors: location of school, ethnic background, and place of Internet use (χ(2) [3]=117.7; p<0.0001). After controlling for other variables in the model, those studying in South Australia were significantly more likely (OR=2.32; 95 percent CI 1.05 to 5.11) to be in the non-users groups. In the same manner, students from an Asian background were three times more likely to be non-users (OR=3.06; 95 percent CI 1.16 to 8.08). Those who had access to the Internet at home (OR=0.02; 95 percent CI 0.01 to 0.05) were less likely to be a non-user. These results represent a preliminary evaluation of ICT use among oral healthprofessionsstudents in Australia. It seems that a digital divide exists among these students. The information can be utilized in planning dental education programs and incorporating the use of ICT suitable for oral healthprofessionsstudents and

Objective. To determine baseline attitudes of pharmacy, physician assistant studies, and communication science and disorders students toward people in poverty and to examine the effectiveness of using the online poverty simulation game SPENT to affect these attitudes. Methods. Students completed pre/postassessments using the validated Undergraduate Perceptions of Poverty Tracking Survey (UPPTS). Students played the online, open access, SPENT game alone and/or in pairs in a 50-minute class. Results. Significant improvements in scale scores were seen in students after playing SPENT. Quartile results by prescore indicated that students with the lowest attitudes towards patients in poverty improved the most. Results suggested that most students found the experience worthwhile for themselves and/or for their classmates. Conclusions. The results of this study suggest SPENT may improve perspectives of undergraduate pharmacy and other healthprofessionsstudents.

The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a narrow focus on content transmission, didactic sessions that are spatially and temporally distant from clinical work, and quality and safety projects segregated from the provision of actual patient care. In this article an argument for a transformative reorientation in quality and safety education for healthprofessions is made. This transformation will require new pedagogies in which a) quality improvement is an integral part of all clinical encounters, b) healthprofessionsstudents and their clinical teachers become co-learners working together to improve patient outcomes and systems of care, c) improvement work is envisioned as the interdependent collaboration of a set of professionals with different backgrounds and perspectives skilfully optimising their work processes for the benefit of patients, and d) assessment in healthprofessions education focuses on not just individual performance but also how the care team's patients fared and how the systems of care were improved. PMID:21450779

The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a narrow focus on content transmission, didactic sessions that are spatially and temporally distant from clinical work, and quality and safety projects segregated from the provision of actual patient care. In this article an argument for a transformative reorientation in quality and safety education for healthprofessions is made. This transformation will require new pedagogies in which a) quality improvement is an integral part of all clinical encounters, b) healthprofessionsstudents and their clinical teachers become co-learners working together to improve patient outcomes and systems of care, c) improvement work is envisioned as the interdependent collaboration of a set of professionals with different backgrounds and perspectives skillfully optimising their work processes for the benefit of patients, and d) assessment in healthprofessions education focuses on not just individual performance but also how the care team's patients fared and how the systems of care were improved.

Although health professional educational programs have been successful in equipping graduates with skills, knowledge and professionalism, the emphasis on specialization and profession-specific education has enhanced the development of a uniprofessional identity, which has been found to be a major barrier to interprofessional collaborative person-centred practice (IPCPCP). Changes within healthcare professional education programs are necessary to enable a shift in direction toward interprofessional socialization (IPS) to promote IPCPCP. Currently, there is a paucity of conceptual frameworks to guide IPS. In this article, we present a framework designed to help illuminate an IPS process, which may inform efforts by educators and curriculum developers to facilitate the development of healthprofessionsstudents' dual identity, that is, an interprofessional identity in addition to their existing professional identity, as a first step toward IPCPCP. This framework integrates concepts derived from social identity theory and intergroup contact theory into a dual identity model of IPS.

Nearly 38% of U.S. adults use complementary and alternative medicine approaches to manage physical conditions (e.g., chronic pain, arthritis, cancer, heart disease, and high blood pressure) and psychological or emotional health concerns (e.g., post-traumatic stress disorder, anxiety, and depression). Research evidence has accumulated for yoga as an effective treatment approach for these conditions. Further, yoga has increased in popularity among healthcare providers and the general population. Given these trends, this study explored perceptions about yoga as a viable complementary treatment to which healthprofessionsstudents would refer patients. More than 1500 students enrolled in healthprofessions programs at a Pacific Northwest school were enrolled; data were obtained from 478 respondents. The study assessed willingness to refer patients to yoga as a complementary and alternative medicine for 27 symptoms (identified in the literature as having evidence for yoga's utility), which were subsequently grouped into skeletal, physical, and psychological on the basis of factor analysis. Responses were assessed using a mixed-model analysis of variance with healthprofession and yoga practitioner as between-subjects variables and symptoms as a within-subjects factor. In descending order of likelihood to refer patients to yoga were students in occupational therapy, physician assistant program, psychology, physical therapy, pharmacy, dental hygiene, speech and audiology, and optometry. All groups perceived yoga's greatest utility for skeletal symptoms, followed by psychological and physical symptoms. Findings also revealed a significant positive relationship between level of personal yoga practice and willingness to refer patients to yoga. Although students expressed some openness to referring patients to yoga, ratings of appropriateness were not accurately aligned with extant evidence base. Personal experience seemed to be a salient factor for accepting yoga as a

While empathy is commonly accepted as a mutually beneficial aspect of the health provider-patient relationship, evidence exists that many healthprofessionstudents are unable to demonstrate this important skill. This study, the initial phase of a 2-year longitudinal series, examined measurement properties of the Jefferson Scale of Physician Empathy (JSPE) adapted for administration to healthprofessionstudents (JSE-HPS version), and investigated group differences of empathy scores in the baccalaureate nursing (BSN) program within the College of HealthProfessions at a public university in the southeastern part of the USA. The 20-item survey and a demographic questionnaire were completed by 265 BSN students. Correlational analyses, t-test, and analysis of variance were used to examine internal relationships and group differences. Results showed the median item-total score correlation was statistically significant (0.42). The internal consistency of the scale (Cronbach's coefficient α) was 0.78, falling within the generally agreed standard. Test-retest reliability coefficients were acceptable at 0.58 (within 3 months interval) and 0.69 (within 6 months interval) between testing. Women scored higher than men and older students outscored younger classmates. No significant relationship was found between empathy scores and ethnicity, previous non-nursing degree, or importance of religion to the participant. These findings support measurement properties of the JSE-HPS version, and can bolster the confidence of researchers in using the Scale for measuring empathy in diverse healthprofessionstudents, as one component of program evaluation as well as evaluating interprofessional learning activities among diverse healthcare professional students and interprofessional collaboration.

Patient's rights are worldwide considerations. Saudi Patient's Bill of Rights (PBR) which was established in 2006 contained 12 items. Lack of knowledge regarding the Saudi PBR limits its implementation in health facilities. This study aimed to investigate the knowledge of healthprofessions' students at College of Applied Medical Sciences (CAMS) Riyadh Saudi Arabia regarding the existence and content of Saudi PBR as well as their attitude toward its ineffectiveness. A 3-parts survey was used to collect data from 239 volunteer students participated in the study. Data were analyzed by descriptive and analytical statistics using SPSS. RESULTS showed that although the majority of students (96.7%) believe in the ineffectiveness of patient's rights, half (52.3%) of them had perceptual knowledge regarding the existence of Saudi PBR and only 7.9% of them were knowledgeable about some items (1-4 items) of the bill. Privacy and confidentiality of patient was the most common known patient's rights. Students' academic level was not correlated to neither their knowledge regarding the bill existence or its content nor to their attitude toward the bill. The majority of the students (93%) reported that only one course within their curriculum was patient's rights-course related. About one quarter (23.4%) of the students reported that teaching staff used to mention patient's rights in their teaching sessions. The Saudi healthprofessionsstudents at CAMS have positive attitude toward the ineffectiveness of patient's rights nevertheless they showed limited knowledge regarding the existence of Saudi PBR and its contents. CAMS curriculums do not support the subject of patient's rights.

Background The current “Millennial Generation” of college students majoring in the healthprofessions has unprecedented access to the Internet. Although some research has been initiated among medical professionals to investigate the cognitive basis for health information searches on the Internet, little is known about Internet search practices among health and medical professional students. Objective To systematically identify health professional college student perspectives of personal eHealth search practices. Methods Q methodology was used to examine subjective perspectives regarding personal eHealth search practices among allied healthstudents majoring in a health education degree program. Thirteen (n = 13) undergraduate students were interviewed about their attitudes and experiences conducting eHealth searches. From the interviews, 36 statements were used in a structured ranking task to identify clusters and determine which specific perceptions of eHealth search practices discriminated students into different groups. Scores on an objective measure of eHealth literacy were used to help categorize participant perspectives. Results Q-technique factor analysis of the rankings identified 3 clusters of respondents with differing views on eHealth searches that generally coincided with participants’ objective eHealth literacy scores. The proficient resourceful students (pattern/structure coefficient range 0.56-0.80) described themselves as using multiple resources to obtain eHealth information, as opposed to simply relying on Internet search engines. The intermediate reluctant students (pattern/structure coefficient range 0.75-0.90) reported engaging only Internet search engines to locate eHealth information, citing undeveloped evaluation skills when considering sources of information located on the Internet. Both groups of advanced students reported not knowing how to use Boolean operators to conduct Internet health searches. The basic hubristic students

Studies suggest that high levels of stress and psychological morbidity occur in health care professionstudents. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a 'Pentecostal Christian'. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to

The majority of the estimated 400,000 or more patient deaths per year in the United States are from preventable medical errors due to poor communication. Team training programs have been established to teach teamwork skills to healthprofessionsstudents. However, it is often challenging to provide this training at a physical site. A brief intervention using a virtual learning environment with TeamSTEPPS(®)-based scenarios is described. Using a pretest-posttest design, the effects on teamwork attitudes in 109 health professional students from two institutions and multiple disciplines were measured using the TeamSTEPPS Teamwork Attitudes questionnaire. Participants showed significant attitude changes in the categories of leadership, situation monitoring, mutual support, and communication (p ⩽ .05), with significance in four of the six indicator attitudes in the communication section at the p ⩽ .001 level. These findings indicate the potential impact that virtual learning experiences may have on teamwork attitudes in learners across professions on multiple campuses. Copyright 2016, SLACK Incorporated.

When using the Case Method in teaching situations, problem-solving is emphasized and taught, in order to acquire the skills and later be able to apply them in new situations. The basis of the learning process is the students' own activity in the situation and is built on critical appraisal and discussion. To explain what the Case Method is, what it is not and to describe when and where to use the Case Method. The objective is also to describe how to write a 'case', how to lead a 'case' discussion and how to deal with problems. Why one should use the Case Method is also highlighted. The case used should be founded on a real life situation, containing a problem that must be handled. The structure and use of the white board plays a central part. It is important that the setting allows the teacher to interact with all the students. Groups of up to 30 students can be handled with ease, though larger groups are feasible in the right physical setting. Within the healthprofessions, the Case Method can be used at all levels of training and to a certain extent the same case can be used--the depth with which it is addressed depends on the student's prior knowledge. Different professions and specialists can take part. A whole curriculum can be built up around the Case Method, but more often it is used together with other pedagogic methods. The Case Method is a well-structured, student-activating way of teaching, well-suited to hone problem-solving skills within health education programmes.

"Seamless Care" was one of 21 grants awarded by Health Canada to inform policymakers of the effectiveness of interprofessional education in promoting collaborative patient-centred practice among health professionals. The "Seamless Care" model of interprofessional education was designed with input from three Faculties at Dalhousie University (Medicine, Dentistry and HealthProfessions). The design was grounded in relevant learning theories--Social Cognitive Theory, Self-efficacy, Situated Learning theory and Constructivism. The intervention was informed by principles of active learning, problem-based learning, reflection and role modeling. The primary goal of Seamless Care was to develop students' interprofessional patient-centred collaborative skills through experiential learning. Fourteen student teams, each including one student from medicine, nursing, pharmacy, dentistry and dental hygiene, learned with, from and about each other while they were mentored in the collaborative care of patients transitioning from acute care to the community. Student teams providing collaborative care assisted patients experiencing a chronic illness to become more active in managing their health through development of self-management and decision-making skills. This paper describes the Seamless Care model of interprofessional education and discusses the theoretical underpinnings of this experiential model of interprofessional education designed to extend classroom-based interprofessional education to the clinical setting.

To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various healthprofessions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care. Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process. One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience. Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate healthprofessionstudents and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula. PMID:27606105

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate healthprofessions education can incorporate student-led seminars to improve

The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate healthprofessions education can incorporate student-led seminars to improve interprofessional education.

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students’ perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case–control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: ‘I am not aware of interprofessional education opportunities’ (61.5%) and ‘I do not have time to participate’ (52.3%). Conclusion Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students’ perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate healthprofessions education can incorporate student-led seminars to improve

This systematic review examines types of mobile devices used by healthprofessionsstudents, kinds of resources and tools accessed via mobile devices, and reasons for using the devices to access the resources and tools. The review included 20 studies selected from articles published in English between January 2010 and April 2015, retrieved from PubMed and other sources. Data extracted included participants, study designs, mobile devices used, mobile resources/apps accessed, outcome measures, and advantages of and barriers to using mobile devices. The review indicates significant variability across the studies in terms of research methods, types of mobile programs implemented, resources accessed, and outcomes. There were beneficial effects of using mobile devices to access resources as well as conspicuous challenges or barriers in using mobile devices.

This study evaluated the important relationship between faculty and student attitudes toward interprofessional education using the Interdisciplinary Education Perception Scale (IEPS). Medicine, nursing, occupational therapy, pharmacy, and physical therapy faculty (n = 177) completed the IEPS. Students from these disciplines participate in a 2-year, interdisciplinary curriculum in which they were assigned to a team to work with a patient volunteer. Students (n = 496) completed the IEPS at the end of program year one. The IEPS measures four factors: professional competence/autonomy; perceived need for professional cooperation; perception of actual cooperation/resource sharing within and across professions; and understanding the value of other professions. Overall attitude scores for faculty and students were high, ranging from 3.93 to 4.40 on a 5-point scale. Attitudes on each factor were also high, with the exception of factor 4, "understanding the value of other professions," having the lowest scores, 3.26 to 3.92. The positive attitudes among faculty and students and across professions suggest an acceptance of the principles of interprofessional education and a readiness to engage in interprofessional practice. The lower scores on factor 4 indicate the need for additional educational programs focusing on understanding the roles of each profession.

Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the…

A need exists for measures to evaluate the impact of interprofessional education (IPE) interventions. We undertook development and evaluation of a scale to measure self-efficacy perceptions of pre-licensure students in medicine, dentistry and healthprofessions. The scale was developed in the context of a project entitled, "Seamless Care: An Experiential Model of Interprofessional Education for Collaborative Patient-Centered Practice". As self-efficacy perceptions are associated with the likelihood of taking on certain tasks, the difficulty of those tasks, and perseverance in the face of barriers, we reasoned that understanding changes in students' perceptions and their relation to other outcomes was important. A 16-item scale was developed from a conceptual analysis of relevant tasks and the existing literature. Content validity was assessed by six Canadian IPE experts. Pre-licensure students (n = 209) participated in a pilot test of the instrument. Content validity was rated highly by the six judges; internal consistency of the scale (Cronbach's α = 96) and subscales 1 (α = .94) and 2 (α = .93) were high. Principal components analysis resulted in identification of two factors, each accounting for 34% of the variance: interprofessional interaction, and interprofessional team evaluation and feedback. We conclude that this scale can be useful in evaluating IPE interventions.

International immersion experiences for health-care students have increased over the past 10 years. Students and faculty expect these experiences to increase cultural competency; however, research on outcomes of these programs has lacked rigor. Over a 4-year period, groups of nursing and other healthprofessionsstudents spent 3 weeks in Peru providing primary care and health education. Students attended pre-departure seminars addressing personal travel health and safety, culture and health care in Peru, working with interpreters, and ethics of international health care. Student participants (N=77) completed an instrument assessing self-perceived cultural competency before and after the experience. Results of pre- and post-immersion scores showed significant increases in perceived cultural competency and increased self-efficacy in cultural knowledge, skills, and attitudes for four groups of students. Implications and future directions are discussed and recommended.

The World Health Organization stated that the goal of interprofessional education (IPE) is to prepare students as collaboration-ready members of interprofessional care teams. Educators try to create meaningful and relevant learning experiences for multiple healthprofessionsstudents. A longitudinal Interprofessional Team Seminar (IPTS) course includes over 650 students from seven healthprofessions at the professional training level. Recommendations from the National Athletic Trainers' Association (NATA) promote the inclusion of athletic training (AT) students in IPE initiatives. A new IPTS module included AT students focusing on the attributes of rapidly forming and different care teams as the patient transitions from an on-field injury, to acute care, inpatient care, and rehabilitative care, and back to activities of daily living. Qualitative review of reflections from the students assessed the impact of these IPTS modules. The intentional design of this course, focusing on behaviours of collaborative practice and supporting students to be collaboration ready, effectively introduced and highlighted profession-specific strengths and unique contributions to team-based care.

Healthprofession schools use interviews during the admissions process to identify certain non-cognitive skills that are needed for success in diverse, inter-professional settings. This study aimed to assess the use of interviews during the student admissions process across health disciplines at schools in the United States of America in 2014. The type and frequency of non-cognitive skills assessed were also evaluated. Descriptive methods were used to analyze a sample of interview rubrics collected as part of a national survey on admissions in the healthprofessions, which surveyed 228 schools of medicine, dentistry, pharmacy, nursing, and public health. Of the 228 schools, 130 used interviews. The most desirable non-cognitive skills from 34 schools were identified as follows: communication skills (30), motivation (22), readiness for the profession (17), service (12), and problem-solving (12). Ten schools reported using the multiple mini-interview format, which may indicate potential for expanding this practice. Disparities in the use of interviewing across healthprofessions should be verified to help schools adopt interviews during student admissions processes.

To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective healthprofessionsstudents' collaboration scores. Pharmacy students and prospective medical, dental, and other healthprofessionsstudents enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective healthprofessionsstudents increased significantly (p<0.001). Having prospective healthprofessionsstudents work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

Training the next generation of health professionals requires leaders, innovators, and scholars in education. Although many medical schools and residencies offer education electives or tracks focused on developing teaching skills, these programs often omit educational innovation, scholarship, and leadership and are narrowly targeted to one level of learner. The University of California San Francisco created the HealthProfessions Education Pathway for medical students, residents, and fellows as well as learners from other health professional schools. The Pathway applies the theoretical framework of communities of practice in its curricular design to promote learner identity formation as future healthprofessions educators. It employs the strategies of engagement, imagination, and alignment for identity formation. Through course requirements, learners engage and work with members of the educator community of practice to develop the knowledge and skills required to participate in the community. Pathway instructors are faculty members who model a breadth of educator careers to help learners imagine personal trajectories. Last, learners complete mentored education projects, adopting scholarly methods and ethics to align with the broader educator community of practice. From 2009 to 2014, 117 learners participated in the Pathway. Program evaluations, graduate surveys, and web-based searches revealed positive impacts on learner career development. Learners gained knowledge and skills for continued engagement with the educator community of practice, confirmed their career aspirations (imagination), joined an educator-in-training community (engagement/imagination), and disseminated via scholarly meetings and peer-reviewed publications (alignment). Learners identified engagement with the learner community as the most powerful aspect of the Pathway; it provided peer support for imagining and navigating the development of their dual identities in the clinician and educator

Caring for older adults has become increasingly complex due to multiple health and societal factors. The purpose of this study was to evaluate the impact of an interprofessional community-based educational project on students' attitudes toward other health care professions and older adults. A pretest and posttest quasi-experimental research design was implemented with 64 participating students from four health care professions (nursing, occupational therapy, physical therapy, and pharmacy). These students completed the Interdisciplinary Education Perception Scale (IEPS) and Survey of Attitudes on Aging Scale (SAAS) before and following an educational experience with older adults. Qualitative data were collected through student reflection journals and focus groups with participating students. The results of the study showed that interprofessional community-based learning had a significant impact on some students' attitudes toward older adults. The difference between pretest and posttest reached a statistically significant level on the SAAS in occupational therapy (p = 0.013) and physical therapy students (p = 0.044). No significant differences, however, were found between the pretest and posttest in pharmacy (p = 0.097) or nursing students (p = 0.144). Similarly, the experience also had a positive impact on some students' perceptions of other health care professions as measured by the IEPS. A significant difference was found between the pretest and posttest in occupational therapy (p = 0.000) and physical therapy students (p = 0.028). This study indicates that interprofessional community-based learning can be an effective method for some students to increase their understanding and respect toward other health professionals and older adults.

The impact of the HealthProfessions Educational Assistance Act of 1976 (P.L. 94-484) on the supply of physicians for the armed services was assessed. As background to the survey findings, information is presented on conditions of three federal programs and differences in their benefit structures and implications for program participation. These…

... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF HEALTH AND HUMAN SERVICES Indian Health Service Indian HealthProfessions Preparatory, Indian HealthProfessions Pregraduate and Indian HealthProfessions Scholarship Programs Announcement Type: Initial. CFDA Numbers: 93...

The health professional and the patient are cultural beings with beliefs and attitudes that are shaped by family traditions, social development, and exposure to novel experiences. As such, it is especially important for healthprofessionstudents to gain awareness about the personal and educational factors that likely inform their practice and…

The health professional and the patient are cultural beings with beliefs and attitudes that are shaped by family traditions, social development, and exposure to novel experiences. As such, it is especially important for healthprofessionstudents to gain awareness about the personal and educational factors that likely inform their practice and…

Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate healthprofessionstudents and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula.

The education of students in medicine, nursing, pharmacy, and dentistry in the seven healthprofessions schools of the University System of West Virginia has undergone remarkable changes since 1991 to become more responsive to community needs. The changes have also enabled the schools to remain in sync with other anticipated changes in health care delivery. A primary care, community-based academic system has been developed, and students, campus-based faculty, community-based field professors, and lay community members collaborate to identify and resolve problems important to the communities located in the 42 counties designated Under-served HealthProfessions Service areas, and five additional rural counties. The system is governed by a board consisting of a majority of community members not employed by the health care system, and the deans of the seven healthprofessions school; all members function as equals in reaching decisions. In the new system, all healthprofessionsstudents in the University System of West Virginia are required to complete a rural rotation of 12 weeks. The five-years demonstration project that began the new system started in 1991 with four rural sites. By 1996, the system had expanded greatly and consisted of 13 consortia of communities with a total of over 100 rural primary care centers plus several small rural hospitals, public health departments, and other health and social services agencies. The 1996 West Virginia legislature approved funds for the higher education budget that will support and sustain this primary care, community-based academic system.

This paper reports on a qualitative study of journal entries written by students in six healthprofessions participating in the Interprofessional Health Mentors program at the University of British Columbia, Canada. The study examined (1) what healthprofessionsstudents learn about professional language and communication when given the…

This paper reports on a qualitative study of journal entries written by students in six healthprofessions participating in the Interprofessional Health Mentors program at the University of British Columbia, Canada. The study examined (1) what healthprofessionsstudents learn about professional language and communication when given the…

Few studies have examined incidence of obesity and healthy lifestyle behaviors in college students in health-related (HM) compared to other majors (NH). Since individuals are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle, this information may be important in determining compliance of…

Leadership content and pedagogical strategies are fundamental to health professionals' education. All health professionals must be able to lead effectively and thrive in today's complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are…

Leadership content and pedagogical strategies are fundamental to health professionals' education. All health professionals must be able to lead effectively and thrive in today's complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are…

Few studies have examined incidence of obesity and healthy lifestyle behaviors in college students in health-related (HM) compared to other majors (NH). Since individuals are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle, this information may be important in determining compliance of…

THE ALLIED HEALTHPROFESSIONS PERSONNEL ACT OF 1966 AUTHORIZES THE SURGEON GENERAL TO MAKE GRANTS TO EDUCATIONAL INSTITUTIONS FOR THE PURPOSE OF IMPROVING PROGRAMS WHICH QUALIFY STUDENTS (1) FOR THE BACCALAUREATE DEGREE OR ITS EQUIVALENT OR THE MASTER'S DEGREE TO THE EXTENT REQUIRED FOR BASIC PROFESSIONAL CERTIFICATION, REGISTRATION, OR LICENSURE…

Dr. George Blue Spruce, Jr., who became the first American Indian dentist in 1956, shares his views on healthprofessions for Indian young people, as well as his own experiences. Resources for prospective dental students, information on the Society of American Indian Dentists, and inspiring stories of American Indian healers are provided. (CDS)

An important element in the process of helping students learn to work interprofessionally is figuring out how to design high-impact learning experiences that engage students in meaningful learning that is collaborative and experiential and can transform students understanding of their own and others' roles in the health care process. In this article, a model for interprofessional education, the Integrated Model for Interprofessional Education (IMIPE), is shared for introducing students in the healthprofessions to the roles and responsibilities of some of the other healthcare professionals with whom they will work in practice. The IMIPE is a process model developed by an interprofessional faculty team used as the focal point of a pilot educational event for students from nursing, occupational therapy, physician assistant studies, and social work. The IMIPE is a derived model that combines concepts of holism, participation, and practical education, grounded in the adult educational philosophy of progressivism. Progressive adult education is focused on practical knowledge and problem-solving skills. The model uses collaborative, experiential, and transformative learning approaches to foster outcomes of communication, critical reflection, teamwork, ethics, and recognition of patient-client needs. These outcomes represent those identified by the World Health Organization and the Interprofessional Education Collaborative Expert Panel.

Pharmaceutical sales representatives and direct-to-consumer advertising may influence physician practices, particularly prescribing. Identifying the relevant knowledge and attitudes students possess about the pharmaceutical industry may help professional curricula address these influences. To assess knowledge and attitudes toward pharmaceutical industry marketing, ethical principles guiding drug company interactions, pharmaceutical sales representatives as a source of drug information, and confidence level in addressing consumers seeking a prescription from a direct-to-consumer advertisement among senior-level medical, PharmD, and nurse practitioner students. A cross-sectional survey design was used to assess student knowledge and attitudes of four domains associated with the pharmaceutical industry. Significant deficiencies were noted in student knowledge of pharmaceutical marketing expenditures, professional ethics regarding interactions with drug companies, and accuracy of drug information from sales representatives. Health professional students' knowledge and attitudes toward the pharmaceutical industry are formed prior to graduation. Professional curricula must address the influences of sales representatives before postgraduate training.

Reports the outcomes of a 1978 national survey of candidate selection practices in 4 baccalaureate level and 7 associate degree level allied health disciplines. Found that few programs conducted evaluation of their admissions activities and that physical therapy and dental hygiene programs were the most structured in student selection. (JOW)

To track gifted underrepresented minority (URM) students who entered the pipeline to health professional school when they were in high school and to determine whether and why students left the pipeline to enter other professions. A questionnaire was mailed to 162 students who had participated in the Student Educational Enrichment Program (SEEP) in health sciences at the Medical College of Georgia between 1984 and 1991; 123 (75%) responded. Students in the study population had higher graduation rates than the average state or national student. Fifty-nine (48%) of the students had entered health care careers; 98% had stated that intention when they were in high school. Although some of the students stated trouble with course work and GPA as reasons for their decisions to change career tracks, many students said that their interests in non-medical careers had been fostered by mentors or by opportunities to serve internships. Early intervention is important to retaining students in a pipeline that leads to a health care career. Summer programs are successful, but may not be enough to help students with difficult science courses in college, especially chemistry. However, another important conclusion is that much more needs to be done to help students find mentors with whom they can develop relationships and to give them opportunities to work in health care settings.

This paper presents results from a survey regarding student perceptions of the use of debate in two occupational therapy courses. The survey was initially used as a classroom evaluation, consisting of open-ended questions asked by the instructor and answered by students in a research and a policy course. Students then were randomly assigned to two groups, which present their arguments and then fielded questions. After the debates, students were asked to answer four questions: 1) What did I learn from the debate?; 2) What did you like best about the debate?; 3) What did you like least about the debate?; and 4) Would you recommend this activity for future classes? Results of the student's comments to the four questions showed that debate was perceived by the majority of students as a useful technique for discussing issues both in a research course and in a health policy-related course. Comments from students showed that debate encouraged active participation in class, out of class research experiences, provided an opportunity to discuss issues and develop conclusions, and promoted the ability to advocate for themselves.

Qualitative and quantitative research on the impact of medical and health humanities teaching in baccalaureate education is sparse. This paper reviews recent studies of the impact of medical and health humanities coursework in pre-healthprofessions education and describes a pilot study of baccalaureate students who completed semester-long medical humanities courses in the Division of Medical Humanities & Bioethics at the University of Rochester. The study format was an email survey. All participants were current or former baccalaureate students who had taken one or more courses in literature and narrative in medicine, bioethics, history of medicine, and/or visual arts and healthcare during the past four years. The survey gathered numerical data in several areas: demographic information, career plans, self-reported influence of coursework on educational and career plans, and self-reported influence of coursework on intellectual skills and abilities. It also gathered narrative commentary that elaborated on students' responses to the numerically-based questions. Notable findings from preliminary analysis of the data include higher scores of self-reported impact of the coursework on specific habits of mind and on preparedness for intended career rather than on gaining admission to future educational programs. Discussion of the results focuses on several potential future directions this type of study might take, including multi-center, longitudinal, and sequential approaches.

Objectives This article documents the results of ongoing summative program evaluation of a suite of postgraduate courses at The University of Western Australia designed to enhance the educational capabilities, academic leadership and scholarly output of health professionals. Methods Commencing students were invited to participate in this descriptive, longitudinal study that surveyed students at commencement and subsequently over a seven year period. Data was collected at baseline and follow-up in relation to the respondents’ educational leadership responsibilities, promotions, involvement in new educational programs, and recognition for contributions towards student learning, educational scholarly outputs and involvement in training programs. Results The respondents came from a wide range of healthprofessions and worked in various roles, with a quarter already holding leadership positions. During the follow-up period, half reported receiving a new promotion or moving to new positions requiring educational leadership. Those identifying as being involved with the development of new educational programs doubled and 34% received a new teaching award. Scholarly productivity doubled with 45% giving an oral presentation related to education, 21% publishing and 29% being successful in obtaining funding related to an education project. Conclusions These postgraduate courses in healthprofessions education appear to be positively influencing graduates’ capabilities, especially in the areas of educational leadership skills and scholarly productivity. For those looking to develop a community of leaders in healthprofessions education, the authors offer some suggestions. PMID:26590857

Investigated issue of representation of women and men in student affairs profession. Preparation program data, professional association data, and perceptions of student affairs professionals demonstrated a clear shift toward greater proportions of women in student affairs. (Author/NB)

... student ceases to be a full-time student. (1) If a borrower reenters the same or another school as a full-time student within the 1-year period, the date upon which interest will accrue and the repayment period will begin will be determined by the date on which the student last ceases to be a...

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

Background GHPSS is a school-based survey that collects self-administered data from students in regular classroom settings. GHPSS produces representative data at the national or city level in each country. This study aims to investigate the prevalence of tobacco use, exposure to secondhand smoke, and cessation counseling among medical students using the GHPSS data. Methods The Global HealthProfessionsStudent Survey (GHPSS) was conducted among 3rd year medical students in 47 countries and the Gaza Strip/West Bank from 2005-2008 to determine the prevalence of tobacco use and amount of formal training in cessation counseling. Results In 26 of the 48 sites, over 20% of the students currently smoked cigarettes, with males having higher rates than females in 37 sites. Over 70% of students reported having been exposed to secondhand smoke in public places in 29 of 48 sites. The majority of students recognized that they are role models in society (over 80% in 42 of 48 sites), believed they should receive training on counseling patients to quit using tobacco (over 80% in 41 of 48 sites), but few reported receiving formal training (less than 40% in 46 of 48 sites). Conclusion Tobacco control efforts must discourage tobacco use among health professionals, promote smoke free workplaces, and implement programs that train medical students in effective cessation-counseling techniques. PMID:21284864

Objective. To assess student perceptions of teamwork during an interprofessional exercise and to evaluate if students could identify domestic violence through a standardized patient interview. Design. Medical, pharmacy, nursing, physical therapy, and social work students were assigned to teams to interview and examine a patient with a "cut on the hand" later revealed a result of domestic violence. They also practiced suturing technique and developed a patient care plan. A postexercise survey was administered. Assessment. From 70% to 94% of students surveyed agreed or strongly agreed, respectively, that their responsibilities were clear. All (100%) recognized the benefits of team-based care. Only 38% of the medical students reported team members providing insight into domestic violence, and 52% did not recognize team members as resources for these cases. Conclusion. Students gained perspective of knowledge and responsibilities of each team member. However, the results suggest further enhancements of curriculum related to domestic violence are needed.

Objective. To assess student perceptions of teamwork during an interprofessional exercise and to evaluate if students could identify domestic violence through a standardized patient interview. Design. Medical, pharmacy, nursing, physical therapy, and social work students were assigned to teams to interview and examine a patient with a “cut on the hand” later revealed a result of domestic violence. They also practiced suturing technique and developed a patient care plan. A postexercise survey was administered. Assessment. From 70% to 94% of students surveyed agreed or strongly agreed, respectively, that their responsibilities were clear. All (100%) recognized the benefits of team-based care. Only 38% of the medical students reported team members providing insight into domestic violence, and 52% did not recognize team members as resources for these cases. Conclusion. Students gained perspective of knowledge and responsibilities of each team member. However, the results suggest further enhancements of curriculum related to domestic violence are needed. PMID:27170820

Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together. To measure changes in readiness for interprofessional learning, professional identification, and amount of contact between students of different professional groups; and to examine the influence of professional group, student characteristics and an IPE course on these scores over time. Annual longitudinal panel questionnaire survey at four time-points of pre-registration students (n=1683) drawn from eight healthcare groups from three higher education institutions (HEIs) in the UK. The strength of professional identity in all professional groups was high on entry to university but it declined significantly over time for some disciplines. Similarly students' readiness for interprofessional learning was high at entry but declined significantly over time for all groups, with the exception of nursing students. A small but significant positive relationship between professional identity and readiness for interprofessional learning was maintained over time. There was very minimal contact between students from different disciplines during their professional education programme. Students who reported gaining the least from an IPE course suffered the most dramatic drop in their readiness for interprofessional learning in the following and subsequent years; however, these students also had the lowest expectations of an IPE course on entry to their programme of study. The findings provide support for introducing IPE at the start of the healthcare students' professional education to capitalise on students' readiness for interprofessional learning and professional identities, which appear to be well formed from the start

Techniques for improving the lecture and notetaking skills of students in the biological and biomedical sciences are presented in this guide. These students frequently find the need to re-organize existing notetaking skills because of the vast amount of material that has to be learned and the importance of efficient learning to the process of…

This study, as a part of "the Global HealthProfessionsStudent Survey" (GHPSS), aimed to assess medical students' tobacco use, exposure to second-hand tobacco smoke (SHS), and opinions as well as smoking policies at medical faculties in Turkey. The study was conducted in 2010 as a school-based survey of third-year students in 12 medical schools. GHPSS uses a standardised methodology for selecting schools (probability proportional to student enrolment size) and data processing. In total, data from 1,217 of third year medical students were analysed. Prevalence of current tobacco use among participating students was 28.5%. Exposure to SHS in the last seven days was 46.9% at home, and 42.2% in other places. Among smokers, over 7 in 10 students reported smoking on medical school premises during the past 30 days and the past year. Medical students' exposure to SHS is common and smoking on medical school premises/buildings constitutes a problem. Turkey passed an anti-tobacco law in 2008, yet enforcement of the law must be stronger. In addition, medical schools must evaluate, and likely revise their education curricula to better prepare medical students to advocate tobacco control.

To describe and compare the development of emotional-social intelligence (ESI), caring, and leadership of nursing and physical therapy students from the beginning of their professional education until after their first clinical experiences. At the beginning of their first professional year, 73 nursing students and 60 physical therapy students completed three self-report questionnaires: the BarOn Emotional Quotient Inventory Short (EQ-i:S) for ESI, the Caring Ability Inventory, and the Self-Assessment Leadership Instrument (SALI). For each instrument, higher scores represent higher levels of ESI, caring, or leadership, respectively. The students completed the questionnaires again after finishing their first clinical experiences. A two-way ANOVA with repeated measures (group vs time) revealed a significant interaction for the total score of the EQ-i:S. At both time periods, scores on the SALI were lower for the nursing students compared to the physical therapy students. There were no other significant time or group effects. Nursing and physical therapy students had little change in ESI, leadership, and caring between the start of their academic programs and completion of their first clinical affiliations.

Student satisfaction has been widely recognised as an indicator of the quality of the students' learning and teaching experience. The aim of the study was to explore the extent to which student satisfaction is influenced by 13 demographic- and educational-related variables. A cross-sectional survey was undertaken (18-item questionnaire, 1660 questionnaires). Principal component analysis categorised the 18 items into four learning and teaching dimensions. Each of the 13 variables was analysed for its influence on student satisfaction generally and on the four dimensions individually, before and after controlling for all the other variables. After controlling for all the variables, none of the demographic characteristics was associated with satisfaction. Most of the educational variables exercised their own independent and significant effects on general satisfaction and on satisfaction with the four individual dimensions. Collectively, decreased satisfaction was associated with being a pre registration, full-time student, usually with A level entry qualifications, attending term two modules whose assessment/s comprised combined strategies. Decreased satisfaction was also significantly associated with larger class sizes as regards the student numbers and with attaining lower grades in the assessments. The demographic variables were not as influential as the educational ones as regards the affects on students' satisfaction. The implications of the findings for research and practice are discussed.

The purpose of the study was to determine prevalent conflict management styles chosen by students in nursing and to contrast these styles with those chosen by students in allied healthprofessions. The associations among the level of professional health care education and the style chosen were also determined. A convenience sample of 126 students in a comprehensive university completed the Thomas-Kilmann Conflict Mode Instrument (TKI), which requires respondents to choose behaviors most characteristic of their response to conflict and classifies these behaviors as one of five styles. There was no significant difference between the prevalent conflict management styles chosen by graduate and undergraduate nursing students and those in allied health. Some of the students were already licensed in their discipline; others had not yet taken a licensing exam. Licensure and educational level were not associated with choice of styles. Women and men had similar preferences. The prevalent style for nursing students was compromise, followed by avoidance. In contrast, avoidance, followed by compromise and accommodation, was the prevalent style for allied healthstudents. When compared to the TKI norms, slightly more than one half of all participants chose two or more conflict management styles, commonly avoidance and accommodation at the 75th percentile or above. Only 9.8% of the participants chose collaboration at that level. Implications for nurse educators, researchers, and administrators are discussed.

Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in…

Graduate students increasingly use personal electronic devices for learning but little is known about how they evaluate their benefits as mobile learning devices (MLDs). This study surveyed students in a hybrid distance education doctoral (PhD) program about their perceptions of the benefits of MLDs. Overall, the study found a range of opinions about the value of MLDs with about one-half of respondents finding benefits. Respondents emphasized that the MLDs improved motivation and productivity and that they were helpful in reviewing course-casts of on-campus sessions. Continued research is needed on doctoral education in general and the increasing use of innovations such as MLDs.

The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of healthprofessions education in order to enhance quality and patient safety. HealthProfessions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across…

The purpose of this study was to examine student's perceptions of the iPad applications-assisted instruction as part of their learning. In this study, multiple features and applications were evaluated as an instructional tool. Fifteen participants responded to the survey indicating their perceptions of the iPad and applications used as part of their course delivery. Overall, participants favored the use of this technology as an instructional tool in their learning and indicated several aspects that could be improved.

This paper reports on a qualitative study of journal entries written by students in six healthprofessions participating in the Interprofessional Health Mentors program at the University of British Columbia, Canada. The study examined (1) what healthprofessionsstudents learn about professional language and communication when given the opportunity, in an interprofessional group with a patient or client, to explore the uses, meanings, and effects of common health care terms, and (2) how health professional students write about their experience of discussing common health care terms, and what this reveals about how students see their development of professional discourse and participation in a professional discourse community. Using qualitative thematic analysis to address the first question, the study found that discussion of these health care terms provoked learning and reflection on how words commonly used in one healthprofession can be understood quite differently in other healthprofessions, as well as on how health professionals' language choices may be perceived by patients and clients. Using discourse analysis to address the second question, the study further found that many of the students emphasized accuracy and certainty in language through clear definitions and intersubjective agreement. However, when prompted by the discussion they were willing to consider other functions and effects of language.

To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, healthprofessions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the healthprofessions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes. PMID:10968767

The challenges facing healthprofessions education in Africa focus on physical infrastructure, accreditation systems, student selection and faculty recruitment, retention, and development. Higher education in the healthprofessions must be closely aligned with community health needs, and with the training and support of community health workers. A key ingredient in changing institutions in this way is implementation of effective strategies for strengthening the faculty. In addition, information systems, and their prerequisite stable electric power supply, must be supported by internal public resources combined with external aid. These infrastructure investments will facilitate better quality education, improved diffusion of information among schools, and more useful data for self study by institutions.

This book discusses elements of six major areas of controversy which occur between different types of helping professionals. Theme 1 involves identity for the mental healthprofessions. Questions are addressed related to the professional status of various mental health occupations, and who among them shall provide mental health services. Theme 2…

Introductory remarks by staff members at Ohio State University College of Medicine, Harvard Medical School, U.S. Naval Medical School, Harvard School of Public Health, and Michigan State University explore the educational requirements of the healthprofessions and the ways in which the computer can aid in fulfilling these requirements. Programs…

Economic, demographic, technological, and practice factors outside the healthprofessions that will influence education and practice in the future are outlined, and critical educational components (sciences, epidemiology, public health, quantitative skills, literacy, information retrieval and use) and elements in the academic and clinical…

The 2001 Institute of Medicine (IOM) report "Crossing the Quality Chasm: A New Health System for the 21st Century" recommended that an interdisciplinary summit be held to develop next steps for reform of healthprofessions education in order to enhance patient care quality and safety. In June 2002, the IOM convened this summit, which included 150…

Introductory remarks by staff members at Ohio State University College of Medicine, Harvard Medical School, U.S. Naval Medical School, Harvard School of Public Health, and Michigan State University explore the educational requirements of the healthprofessions and the ways in which the computer can aid in fulfilling these requirements. Programs…

The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a…

The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a…

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…

Effective utilization of computers and their applications in medical education and research is of paramount importance to students. The objective of this study was to determine the association between owning a computer and use of computers for research data analysis and the other factors influencing healthprofessionsstudents' computer use for data analysis. We conducted a cross sectional study among undergraduate healthprofessionsstudents at three public universities in Uganda using a self-administered questionnaire. The questionnaire was composed of questions on participant demographics, students' participation in research, computer ownership, and use of computers for data analysis. Descriptive and inferential statistics (uni-variable and multi- level logistic regression analysis) were used to analyse data. The level of significance was set at 0.05. Six hundred (600) of 668 questionnaires were completed and returned (response rate 89.8%). A majority of respondents were male (68.8%) and 75.3% reported owning computers. Overall, 63.7% of respondents reported that they had ever done computer based data analysis. The following factors were significant predictors of having ever done computer based data analysis: ownership of a computer (adj. OR 1.80, p = 0.02), recently completed course in statistics (Adj. OR 1.48, p =0.04), and participation in research (Adj. OR 2.64, p <0.01). Owning a computer, participation in research and undertaking courses in research methods influence undergraduate students' use of computers for research data analysis. Students are increasingly participating in research, and thus need to have competencies for the successful conduct of research. Medical training institutions should encourage both curricular and extra-curricular efforts to enhance research capacity in line with the modern theories of adult learning.

Creighton University, a private Jesuit institution in the Midwest, included a HealthProfessions Partnership Initiative (HPPI) to increase the pool of qualified underrepresented minority applicants by identifying students early and encouraging their progress through elementary and middle school, high school, college, and professional schools.…

The aim of this study was to explore self-reported transformational leadership behavior profiles within the six largest allied healthprofession groups in the National Health Service in Scotland and to determine whether factors such as seniority of grade, locus of employment, and/or leadership training have a positive influence on transformational leadership behaviors. A postal survey comprising the shorter version of the Multifactorial Leadership Questionnaire (MLQ) and contextual demographic information was completed by 753 allied health professionals from four Health Board areas across Scotland who were randomly selected through a modified cluster sampling technique. The MLQ contains 36 items that measure nine identified leadership factors; however, only the responses to the five transformational leadership factors are reported here. The study identified significant differences in transformational leadership behaviors between individual allied healthprofessions. Radiographers and podiatrists scored consistently lower than the other professional groups across the range of transformational behaviors. Seniority of grade significantly influenced the scores, with higher-graded staff reporting greater leadership behaviors (p < 0.001). Prior leadership training also positively influenced transformational behaviors (p < 0.001). However, locus of employment within a primary or secondary care setting or even a multidisciplinary or unidisciplinary team had no effect. This research identified significant differences in transformational leadership behaviors between individual allied healthprofessions, indicating that some professional groups are inherently advantaged in embracing the modernization agenda. This highlights an as-yet missed opportunity for effectively targeting and evaluating multidisciplinary leadership training programs across the allied healthprofessions.

A two-part study was conducted to investigate the underrepresentation of blacks in the medical and nursing professions. Through a literature search it was found that due to the low number of minority applicants medical schools have created positions for minority recruiters who serve as role models, empathize with black student concerns, and help…

Law has been an essential tool of public health practice for centuries. From the 19th century until recent decades, however, most histories of public health described, approvingly, the progression of the field from marginally useful policy, made by persons learned in law, to effective policy, made by persons employing the methods of biomedical and behavioral science. Historians have recently begun to change this standard account by documenting the centrality of law in the development of public health practice. The revised history of public health offers additional justification for the program of public health law reform proposed in this issue of the Journal by Gostin and by Moulton and Matthews, who describe the new program in public health law of the Centers for Disease Control and Prevention. PMID:11527756

Changes in the U.S. Healthcare System along with the need for institutions of higher education to prepare a work force ready to address the challenges of today and tomorrow have highlighted the need to incorporate technology in its broadest sense as part of the student learning experience. In health professional education, this becomes challenging…

The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a means of engaging in a dialogue about the aims of ethics education in contemporary health science contexts. A phenomenological methodological approach was adopted for the study. Interviews were conducted over 2 years with 25 student participants. The data were analyzed using phenomenological methods of analysis. Seven themes depict students' views about the meaning of ethical practice and include: being faithful to the tenets of your practice, being communicative, being in tune with your values, understanding the client's needs, weighing the pros and cons, negotiating the grey zones, and taking time to reflect. The findings contribute to understanding students' conceptions of the meaning of ethical practice that include and move beyond traditional codes, principles, and professional standards to encompass a range of dimensions of ethical practice. These additional dimensions raise insights of relevance to those who design and facilitate ethics education with health professionals.

Many social work clients are at an increased risk for negative outcomes related to sexual behavior, including unwanted pregnancies and sexually transmitted infections (STIs). However, there is a dearth of literature on social work student experiences with these topics in social work classrooms and their perceptions about the topic's relevance to their practice. The purpose of this study is to explore relationships between experiences with STIs and contraception as topics in social work education and practica experiences on student perceptions toward sexual health as a relevant topic for social work. Among a national sample of MSW students (N = 443), experiences with STIs and contraception as topics in practica was significantly related to perceptions toward sexual health's relevance to social work. Findings and implications are discussed.

Historically, prevailing gender ideologies were an important element in both the exclusionary strategies employed by male occupational groups and the countervailing responses by female groups. The way in which evolving gender ideologies, and feminism in particular, influence the continuing struggle for greater status and recognition by female professions, however, remains to be fully explored. In this paper, we examine the impact and the role of feminism and feminist ideologies within three female professional projects: nursing, dental hygiene and midwifery in Ontario. We argue that feminism provides an ideology of opposition that enables leaders in these professions to battle against professional inequalities by laying bare the gender inequalities that underlie them. Framing their struggles in feminist terms, female professions also seek recognition for the uniquely female contribution they make to the health care division of labour. At the same time, there exists a tension between ideals of feminism and ideals of professionalism, that has the potential to undermine female professional projects.

Introduction. Hope (hoping) is most commonly assessed as a dispositional trait and associated with quality of life, self-care agency and non-attempts of suicide. However, little research has been conducted on hoping for specific events. Materials and Methods. We distributed a survey consisting of Integrative Hope Scale (IHS) and visual analogue scales on which respondents could declare their levels (intensity) of hope for specific events, to all first year healthstudents enrolled at the University Department of Health Studies, Split, Croatia in 2011/2012, as well as to working health professionals attending a nursing conference in April 2012. Results. A total of 161 (89.4%) students and 88 (89.8%) working health professionals returned the completed questionnaires. We found high trait hope scores of students and working health professionals (Md = 111, 95% CI [109–113] vs. Md = 115, 95% CI [112–119]; U = 5,353, P = 0.065), and weak to moderate correlations of trait and specific hopes (r = 0.18–0.48, Spearman’s rank correlation coefficient). Students and workers reported 31 different things they hoped for most in life, of which the most prevalent were being healthy and happy. There was very little agreement between participants’ reported influence of the four factors compromising the trait hope (self-confidence, ambition, optimism, and social support) on their specific hopes. Conclusions. Our findings, while strengthening the validity of hope as a trait, indicate that specific hopes of individuals are moderated by factors not captured by the IHS trait scale. Further research should explore specific hoping in detail, as well as the effectiveness of interventions aimed at increasing specific or generalized hoping. PMID:26819851

In order to design more effective recruitment strategies, 419 junior students in 38 coordinated dietetics programs completed self-administered questionnaires to identify factors that attracted them to the profession. The majority (43.9%) first became interested in a dietetics career while in college; 24.9% became interested before or during secondary school; and 17.7% were making a career change. Factors that most frequently led to a career in dietetics were a course in nutrition (32.9%), a friend or relative other than parent (31.0%), and a dietitian (30.3%). Students rated the opportunity to help others (95.2%) and the relationship of nutrition to health (94.0%) as characteristics of the profession that had a highly positive influence on their decision. Interests in health, disease, and health care (70.5%); teaching and health promotion (42.7%); sports and fitness (40.7%); counseling and behavior change (35.6%); and food and cooking (35.4%) were most frequently cited as influencing the choice of a dietetics career. Students were most interested in practicing dietetics as a consultant or in private practice (37.5%) or as a clinical dietitian (34.8%). New and innovative recruitment strategies should target high school and college students and pay special attention to second-career students. Interests such as health, disease, and health care and health promotion and characteristics of the profession such as the opportunity to help others attracted present dietetics students and should be emphasized in recruiting. The best marketing tools may be the practicing dietitian and a course in nutrition.

The purpose of this study was to determine the perceptions and knowledge of final-year speech-language pathology (SLP), physical and occupational therapy (PT, OT) students toward stroke rehabilitation teams and the SLPs' roles on them. The investigators adapted a survey developed by (Felsher & Ross, 1994) and administered it to 35 PT, 35 OT, and 35 SLP final year students (n=105). We found that the students preferred the transdisciplinary team approach and agreed that the advantages of teamwork were the exchange of ideas, opportunities for participatory learning, and holistic treatment. Communication problems, time-consuming meetings, and role confusion were chosen as disadvantages. The students had clear perceptions of the SLP's role in aphasia, apraxia of speech, dysarthria, dysphagia, and auditory agnosia, but fewer recognized the SLP's role in alexia and memory. Some thought SLPs had a role in dressing apraxia and proprioceptive disorders. Suggestions to maximize the advantages and minimize possible disadvantages of teamwork are provided. Learners will: (1) identify the perceived advantages and disadvantages of stroke rehabilitation teamwork; (2) discover some allied healthstudents' perceptions of the SLP's roles in stroke rehabilitation; (3) infer methods to create positive perceptions of stroke rehabilitation team members.

As part of a larger study of the success and problems of women as applicants to and students in the schools of eight healthprofessions, the study of osteopathic medicine involved interviews with administrators, faculty, and medical students. Its central purpose was to identify any characteristics of the profession--in its history, organization,…

The project reported in this paper models a new approach to making health informatics and e-health education widely available to students in a range of Australian clinical healthprofession degrees. The development of a Masters level subject uses design-based research to apply educational quality assurance practices which are consistent with university qualification frameworks, and with clinical healthprofession education standards; at the same time it gives recognition to health informatics as a specialised profession in its own right. The paper presents details of (a) design with reference to the Australian Qualifications Framework and CHIA competencies, (b) peer review within a three-university teaching team, (c) external review by experts from the professions, (d) cross-institutional interprofessional online learning, (e) methods for evaluating student learning experiences and outcomes, and (f) mechanisms for making the curriculum openly available to interested parties. The project has sought and found demand among clinical health professionals for formal health informatics and e-health education that is designed for them. It has helped the educators and organisations involved to understand the need for nuanced and complementary health informatics educational offerings in Australian universities. These insights may aid in further efforts to address substantive and systemic challenges that clinical informatics faces in Australia.

Federal efforts to establish financial support for healthprofessions education in the 1960s and 1970s have led to an increase in the enrollment of minorities and women in healthprofessions schools. The increase in the number of minority students graduating from these schools during the past decade has resulted in more minority practitioners…

Predictors of success for black freshmen entering Xavier University of Louisiana with an interest in the healthprofessions were studied. Healthprofessions were considered as the mainline fields of medicine, osteopathic medicine, dentistry, veterinary medicine, optometry, podiatry, and pharmacy. Students majoring in biology, chemistry, or…

Predictors of success for black freshmen entering Xavier University of Louisiana with an interest in the healthprofessions were studied. Healthprofessions were considered as the mainline fields of medicine, osteopathic medicine, dentistry, veterinary medicine, optometry, podiatry, and pharmacy. Students majoring in biology, chemistry, or…

The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution provides a contemporary update on the status of geriatric education and explores how geriatric coverage is valued, how geriatric competence is defined, and how students are evaluated for geriatric competencies. Design and Methods: Semi-structured interviews were conducted with curriculum representatives from 7 healthprofession disciplines in a case study of one academic medical center. Findings: Geriatric training varies across health professions’ disciplines. Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the healthprofessions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of healthprofessions curricula. PMID:22394495

Accreditation in higher education serves as a means of assuring the public of academic program quality and of promoting continuing review and self-improvement by educational units. Educational program accreditation is a means of seeking continuous improvement in the academic activities of programs and institutions. Discussions of interdisciplinary education raise questions about the responsiveness of accreditation to such approaches. Some healthprofessions accrediting agencies have followed the lead of industry and have adapted their approach and philosophy of evaluation to a continuous improvement philosophy, while others continue to perpetuate an "inspection" mentality. The perpetuation of such an approach limits the value of the accreditation process. Accrediting agencies need to focus attention instead on stimulating professional preparation to develop in students the knowledge, skills, and competencies needed for healthprofessions practice. Since such practice frequently occurs in team or interdisciplinary settings, the accreditation evaluation can support practice by incorporating an interdisciplinary perspective. As models of interdisciplinary education are developed in the healthprofessions, accreditation will be challenged to evolve in its effectiveness to evaluate interdisciplinary learning experiences. The accrediting community will need to recognize the barriers posed by interdisciplinary learning, as well as the special skills and situations needed to offer effective interdisciplinary experiences. Without this perspective the usefulness of accreditation will be diminished. Standards and procedures for accreditation will need to be revised to address the unique characteristics of interdisciplinary education. A set of mock accreditation standards to guide the evaluation of interdisciplinary healthprofessions education learning experiences is proposed. Finally, questions are posed about the role of accreditation in the context of interdisciplinary

In this article, I focus on assessing multicultural competence of helping-professionstudents. The "Multicultural Competence Scale of Helping-ProfessionStudents" was used for data collection. The aim of the research was to find out the level of students' multicultural competence due to the current lack of this information in Central…

The purpose of this study is to provide information on the number and racial composition of students and workers in selected health care professions in the State of Alabama, and to analyze these data. Professions covered include dentistry, dental hygiene, nursing, medicine, medical technology, and occupational therapy. A description of how data…

An interdisciplinary core curriculum has been implemented in the College of HealthProfessions at Armstrong Atlantic State University since spring 1996. The curriculum is designed to provide students with the knowledge, skills, and values necessary for interprofessional practice. The courses are taught by interdisciplinary teams and are offered as electives or as part of major requirements in nursing, health science, physical therapy, dental hygiene, medical technology, radiologic sciences, and respiratory therapy. In addition to ongoing evaluation methods, a survey designed to assess the student and faculty perceptions of the experience has been conducted. Both groups agreed that the experience has had a positive impact on the students' professional performances, patient interactions, understanding of the health care delivery system, and health career preparation. Faculty agreed that teaching in an interdisciplinary team was a positive experience. The collaboration among the healthprofessions' faculty has resulted in increased respect for one another and for others' disciplines. Although the experience places an additional burden on their workload, they agreed that the experience is beneficial, their efforts are worthwhile, and they would be willing to continue to teach interdisciplinary courses.

To assess students' perceptions regarding merits and demerits of selecting medicine as a profession. A cross sectional survey based on convenience sampling was done, where 300 students of both sexes were included, 150 from a medical profession and 150 from a non-medical profession. They were asked to fill a structured, pretested questionnaire, and the results were analyzed by SPSS 16.0. All medical students mentioned that they selected the medical profession because of personal interest. In addition to this 95% students believed this profession offers services to humanity. However, 87% students felt that their family had an influence in their career selection. Interestingly gender consideration, financial reward and overseas consideration ranked low in order. There was a statistically significant difference between the preclinical and clinical groups in their decision of reselecting medicine, if they were given a second chance (p = 0.001). Of those who did not opt for a medical career, 78% students mentioned that medical training is difficult and prolonged, 75% students felt that there is too much competition while 62% students expressed that doctors have excessive working hours. Our study concluded that reasons for joining medical profession are primarily based on personal interest, respect and honor, family influence and service to humanity. Financial gain is not a major consideration of many students in choosing medicine as a profession, however, long working hours and prolonged training discourages many students.

In spite of their knowledge about stressors, health hazards and coping, health professionals are in general not aware of their own health risks. In an attempt to clarify the issue results of our own studies are compared to the relevant literature. A survey on 1,248 Swiss nurses confirmed the major stressors known: ethical conflicts about appropriate patient care, team conflicts, role ambiguity, workload and organizational deficits. In doctors workload and shortage of time, combined with specific responsibility in decision making, are most prominent. Nevertheless, job satisfaction is still high in both professions. Health hazards in doctors are considerable, although life expectancy has improved and is comparable to the general public, but still lower as compared to other professionals. Depression and substance abuse are related to higher suicide rates. The specific role strain of female doctors is responsible for health risks with an alarming 10 years lower life expectancy than in the general population. Little is known about specific health hazards in nurses, except for burnout. A lack of coping research in the field makes conclusions difficult. Our own studies show limited coping skills in nurses, but good buffering effect in 1,700 Swiss dentists.

The purpose of this study was to determine the perceptions and knowledge of final-year speech-language pathology (SLP), physical and occupational therapy (PT, OT) students toward stroke rehabilitation teams and the SLPs' roles on them. The investigators adapted a survey developed by (Felsher & Ross, 1994) and administered it to 35 PT, 35 OT, and…

The purpose of this study was to determine the perceptions and knowledge of final-year speech-language pathology (SLP), physical and occupational therapy (PT, OT) students toward stroke rehabilitation teams and the SLPs' roles on them. The investigators adapted a survey developed by (Felsher & Ross, 1994) and administered it to 35 PT, 35 OT, and…

In this lecture, as a tribute to the late Samuel Prince, founder of the mental hygiene movement in the Maritime Provinces, the rapprochement between the clergy and mental healthprofession is discussed. A brief survey of the historical background of the churches' approaches to mental disorder leads to consideration of subjects of present mutual concern. Spiritual and emotional development, responsibility and guilt, law and freedom, psychic structure and sanctity, sexuality, and symbolic representation are among the areas which demand intellectual exploration in depth, jointly, by theologians and social scientists. The need is outlined for training parish clergy to carry out their role in ameliorating emotionally damaging social conditions and of educating and counselling parishioners. PMID:5320919

Minority high school students (n=19) attended a health care career exploration program that included classroom sessions, group and individual activities, field trips, lectures, job shadowing, and a final report. On completion, most were considering careers in geriatrics or gerontology and had more positive attitudes toward older adults. (SK)

The readiness of Jewish Israeli medical, psychology, and social work students to cooperate in a hypothetical government program involving expulsion of Arabs from Israel was explored via research scenarios that pointedly used terms reminiscent of Holocaust events. Strong moral sensitivity was expected on the part of the study subjects as both Jewish Israelis and vocationally committed to human welfare. The authors argue that the readiness of as many as one-third of the sample to "follow orders" is a disturbing sign, calling for greater vigilance in defense of human rights and values.

This article reviews the competency frameworks of seven Australian healthprofessions to explore relationships among healthprofessions of similar status as reflected in their competency frameworks and to identify common themes and values across the professions. Frameworks were compared using a constructivist grounded theory approach to identify key themes, against which individual competencies for each profession were mapped and compared. The themes were examined for underlying values and a higher order theoretical framework was developed. In contrast to classical theories of professionalism that foreground differentiation of professions, our study suggests that the professions embrace a common structure and understanding, based on shared underpinning values. We propose a model of two core values that encompass all identified themes: the rights of the client and the capacity of a particular profession to serve the healthcare needs of clients. Interprofessional practice represents the intersection of the rights of the client to receive the best available healthcare and the recognition of the individual contribution of each profession. Recognising that all healthprofessions adhere to a common value base, and exploring professional similarities and differences from that value base, challenges a paradigm that distinguishes professions solely on scope of practice.

Interprofessional education enables health professional students to learn together in order to work together. The Faculty of HealthProfessions at Dalhousie University has developed interprofessional learning within the core curriculum of eight educational programs. An interprofessional coordinator consulted with students and faculty to prepare a collective statement of the purpose, learning models, and implementation principles of interprofessional learning. Planning, implementation, and evaluation of a first interprofessional module, Professional Ethics: Issues of Autonomy, was carried out by the interprofessional Working Group with representation from all programs in the faculty. 437 students (25-30 per session) participated in the first three-hour interprofessional module, which was offered in 16 evening sessions. Evaluation themes included the positive aspect of contact and discussion with students from other healthprofessions, and the need to include medical students. The Faculty of HealthProfessions is planning to improve upon this first module, introduce other modules, and extend contact with other university faculties and community professionals.

There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in healthprofessions education. The Active Learning in HealthProfessions Scale (ALPHS)…

There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in healthprofessions education. The Active Learning in HealthProfessions Scale (ALPHS)…

Over the past 30 years, problem-based learning (PBL) has become a major force in healthprofessions education and even in the broader educational world. This article focuses on the outcomes that have been found from using PBL in the healthprofessions based on at least 20 reviews done since 1990. The outcomes identified in these reviews are…

Rehabilitation is perceived as the third phase of health care following preventive health care and curative medicine. The rehabilitation specialist assists the health care team in facilitating the patient to live and work with what he has left. The unique role of the rehabilitation specialist in the health care system is described, as well as his/her relation to traditional helth care personnel. The University of Texas Health Science Center at Dallas in the School of Allied Health Sciences has offered professional education at both the undergraduate and graduate levels in the Department of Rehabilitation Science for the past five years. The curriculum description, student characteristics, and employment placements are distinguishing features of each program and describe how this rehabilitation specialist is educated.

Medical, nursing, pharmacy, and dental education in West Virginia's state universities has undergone substantial changes since 1991, becoming more responsive to community needs. A primary-care, community-based academic system now involves students, faculty, health professionals, and lay community members in identifying and serving needs in…

Students' beliefs and attitudes towards the medical profession have been studied in relation to career choices, but most research has been restricted to either predetermined aspects or to a limited number of specialties. This study aimed at getting unprompted insight in the students' perceptions of their future profession in dimensions that may be determinants of study success and career choice. Undergraduate and graduated medical students were interviewed and asked to characterize the medical profession in general and four contrasting specialties in particular. Grounded Theory methodology was used to analyse the data. Participants were medical students at the start of their training (n = 16), during clerkships (n = 10) and after graduation (n = 37). Beginning students perceive the medical profession in limited dimensions: the activities of a physician, their relationship to patients and the physician's knowledge, skills and personality. They do not see many differences between specialties, in contrast with students with clinical experience and graduate students. Undergraduate students' perception is focussed more on social aspects of the profession compared to graduates.

The concept of complexity is a popular and contentious topic. Just what is complexity? What does it mean to 'think complexly'? This paper addresses both of these issues. Complexity thinking is impossible to define with any precision as it deals not only with change, dynamic change, evergoing, but with transformative change. Definitions require stability, the very element complexity neither has nor aspires to have. Instead complexity asks us to see, to deal with a world in continual flux; but a world that does have patterns to it, patterns that bind and structure through their interplay. In short, complexity seeing/thinking asks us to envision our world and events within that world in terms, not of 'things' but of process. In so doing, we are moving from a science that studies particles to the new sciences of chaos and complexity that study the interactive relations between and among particles, events, happenings. After distinguishing the similarities and contrasts between chaos and complexity, and showing the characteristics of each, along with looking at systems closed and open, frames modern and post-modern, this paper enumerates practical aspects of thinking complexly: accepting ambiguity, allowing humility to permeate one's being, and seeking out and utilizing difference and diversity. The health care profession by its very nature of dealing with that which is dynamically living deals with the complex daily. Its routines and rules, though, are too often caught in a modernist trap. This paper challenges all health care professionals to break free from that trap, and suggests ways to do so.

The aim of this study is to determine the levels of concern of Turkish geography student teachers towards the teaching profession. The study was conducted with 293 geography student teachers who are enrolled in the last class of the Geography Student Teachers Program of the Faculties of Education and enrolled in a Non-Thesis Master's Degree…

Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers' proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on…

To evaluate the attitudes and readiness of students of healthcare professions towards interprofessional learning. A cross-sectional study design was used. Two different scales were used to measure the readiness for and perception of interprofessional learning; these were the 'Readiness for Interprofessional Learning Scale' and the 'Interdisciplinary Education Perception Scale'. A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in years 1 to 5 of medical, dental, pharmacy and health sciences programme. Descriptive and inferential statistics were used to analyse the data. The overall response rate was 83%. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also mentioned that such shared learning will help them to communicate better with patients and other professionals. The students preferred to work with individuals from their own profession. Participants from medical, dental, pharmacy, and health sciences had a difference in opinion about 'negative professional identity', a domain of the Readiness for Interprofessional Learning Scale. Based on the different year of study of the students, 'team work and collaboration', 'negative professional identity' and 'roles and responsibility' were the Interdisciplinary Education Perception Scale domains where students had a difference in opinion. Attitudes and readiness towards interprofessional learning showed significant differences among students of various healthcare professions; these differences also depended on the students' year of study. Interprofessional learning should be incorporated in the curriculum of all healthcare professional programs, which may foster students to become competent healthcare providers and understand each profession's role.

Learning curves, which graphically show the relationship between learning effort and achievement, are common in published education research but are not often used in day-to-day educational activities. The purpose of this article is to describe the generation and analysis of learning curves and their applicability to healthprofessions education. The authors argue that the time is right for a closer look at using learning curves-given their desirable properties-to inform both self-directed instruction by individuals and education management by instructors.A typical learning curve is made up of a measure of learning (y-axis), a measure of effort (x-axis), and a mathematical linking function. At the individual level, learning curves make manifest a single person's progress towards competence including his/her rate of learning, the inflection point where learning becomes more effortful, and the remaining distance to mastery attainment. At the group level, overlaid learning curves show the full variation of a group of learners' paths through a given learning domain. Specifically, they make overt the difference between time-based and competency-based approaches to instruction. Additionally, instructors can use learning curve information to more accurately target educational resources to those who most require them.The learning curve approach requires a fine-grained collection of data that will not be possible in all educational settings; however, the increased use of an assessment paradigm that explicitly includes effort and its link to individual achievement could result in increased learner engagement and more effective instructional design.

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied healthprofessions. To identify factors that would be valuable to educators in athletic training and other medical and allied healthprofessions in the development and use of clinical assessment methods. Data Sources: We…

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied healthprofessions. To identify factors that would be valuable to educators in athletic training and other medical and allied healthprofessions in the development and use of clinical assessment methods. Data Sources: We…

The purpose of the study was to evaluate the effectiveness of interventions to increase the awareness and understanding of plagiarism among undergraduate students enrolled in an online allied healthprofessions course in a community college in the Midwestern United States. The results suggested that the interventions were effective in educating students about how to avoid plagiarism.

Existing literature and a survey of 106 undergraduate accounting students in the United Kingdom were analyzed for perceptions of the accounting profession and the academic discipline of accounting. Results suggest that among accounting and nonaccounting students alike, there exist coexisting perceptions of accounting as having high status and low…

Existing literature and a survey of 106 undergraduate accounting students in the United Kingdom were analyzed for perceptions of the accounting profession and the academic discipline of accounting. Results suggest that among accounting and nonaccounting students alike, there exist coexisting perceptions of accounting as having high status and low…

The study focused on eight healthprofessions: medicine, osteopathy, dentistry, veterinary medicine, optometry, podiatry, pharmacy, and public health. Its central tasks were to identify and explore the barriers to success that women face as medical/professional school applicants and students and to describe the discrimination process that limits…

This report describes the Orleans Parish Allied HealthProfession Counseling Program, a three-year project developed to evaluate the effectiveness of providing health career information in a structured classroom setting. The materials for this program, which was designed specifically to provide high school students with detailed information…

The study focused on eight healthprofessions: medicine, osteopathy, dentistry, veterinary medicine, optometry, podiatry, pharmacy, and public health. Its central tasks were to identify and explore the barriers to success that women face as medical/professional school applicants and students and to describe the discrimination process that limits…

The mixed-methods pilot study described in this article traces the development of a Spanish for Specific Purposes: HealthProfessions course that was designed to help future health care professionals develop their linguistic proficiency and intercultural abilities. The study included nursing, medical, and dental students and was conducted at a…

Self-directed learning has been recommended as a promising methodology for lifelong learning in medicine. However, the concept of self-directed learning continues to be elusive, with students and educators finding difficulty in defining it and agreeing on its worth. In this paper we review the literature of self-directed learning in healthprofessions education and present a framework based on Malcolm Knowles' key components of self-directed learning. The key components of self-directed learning are: the educator as a facilitator, identification of learning needs, development of learning objectives, identification of appropriate resources, implementation of the process, commitment to a learning contract and evaluation of learning. Several but not all of these components are often described in the published literature. Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.

Emotional aptitude can be defined as the ability to recognize and manage one's own emotions and interpret the emotions of others. It has been speculated that Clinical Laboratory Sciences students may lack the emotional skills to most effectively interact with patients and other healthcare professionals, therefore a logical hypothesis would be that they would evaluate their own emotional intelligence lower than students from other healthcare majors. While this has been a topic of discussion in healthcare, a lack of research has been conducted to validate this assumption. This study assesses the perceived emotional aptitude of Clinical Laboratory Sciences students compared to students of other healthcare majors in the Dumke College of HealthProfessions at Weber State University. The perceived emotional aptitude of the healthcare students was determined by completion of a self-evaluation questionnaire that included questions about one's emotions, their understanding of others' emotions, and how they manage conflict. A total of 401 questionnaires were completed, compiled, and analyzed. Although minor differences were seen in the responses, statistical analysis found these differences to be insignificant. The perceived emotional aptitude of Clinical Laboratory Sciences students was insignificantly different than that of students of other healthcare majors at the Dumke College of HealthProfessions.

Federal funding to all Title VII programs has been reduced in recent years, and the HealthProfessions Training for Diversity Programs have fared disproportionately poorly. And, for FY2009, the administration recommends total elimination of all Title VII funding. Historically black healthprofessions schools are in particular need of Title VII support to successfully pursue their missions of education, research, care, and service. Such schools generally have a legacy of undercapitalization, modest annual revenue sources, and a relatively low tuition revenue base in comparison with nonminority healthprofessions schools. Yet, they occupy a unique niche in supplying health professionals to underserved communities and educating minority students, and they should be considered a national resource. Without annual support from Title VII healthprofessions training programs, the affected institutions would face severe financial challenges to maintaining their academic programs, including support of faculty, students, and research. The authors, who are the presidents, respectively, of Morehouse School of Medicine and Meharry Medical College, therefore urge Congress and the administration to restore Title VII funding to the dollars 300 million level.This commentary is part of a theme issue of Academic Medicine on the Title VII healthprofessions training programs.

This report presents recommendations for Illinois' Board of Higher Education's approval in the areas of: (1) general policies for healthprofessions education, (2) the adoption of immediate program priorities to implement the general policy directions in health education programs, and (3) specific recommendations for adjustments in Health Services…

A major model to forecast requirements for health professionals, which is currently used by the Division of HealthProfessions Analysis of the U.S. Public Health Service, is described. Specifically, technical documentation is provided for the projections to 1990 that are presented in "A Report to the President and Congress on the Status of Health…

A 2-day conference was designed by the staff of the University of Florida Center for Allied Health Instructional Personnel to identify competencies of department chairmen, clinical supervisors, deans of schools of allied healthprofessions, administrators or coordinators of health agencies, and educational leaders in professional or governmental…

Mental health stigma operates in society, is internalized by individuals, and is attributed by health professionals. This ethics-laden issue acts as a barrier to individuals who may seek or engage in treatment services. The dimensions, theory, and epistemology of mental health stigma have several implications for the social work profession. PMID:22211117

This study investigated factors responsible for the consistently low numbers of black students applying to the College of Dental Medicine of South Carolina. The project was structured to obtain feedback from two entities at the undergraduate level: the pre-health advisors (Phase I); and black students (Phase II). Thirty-four responses were…

African-American professionals are underrepresented in the profession of dietetics. This preliminary qualitative study identified African-American students' perceptions of their majors, future professions, and the dietetics major/profession to understand why they did or did not enter dietetics. It was hypothesized that dietetics students chose dietetics primarily for altruistic reasons, whereas students in other fields of study did not choose dietetics due to lack of awareness of dietetics. To learn students' views, African-American college students engaged in elicitation interviews or focus group discussions. Twenty-eight women and 12 men participated. Phenomenologic analysis identified common themes and meanings: African-American students selected their majors for a variety of reasons, including desire to help people, interest in the field, recommendation from an adult, and family influence. African-American students in fields of study other than dietetics believed that the dietetics major was not selected due to lack of awareness about dietetics. Both dietetics students and students in other fields of study perceived versatility, ability to work with/help people, and to have an influence as positive qualities about their future professions. Advanced degree and training requirements, lack of diversity, and low salary were identified as negative qualities about future professions. African-American students in fields of study other than dietetics had not been exposed to the dietetics major, careers, and profession. Recruitment efforts should begin early to increase the number of African-American students in dietetics.

Perceptions about males within the dietetic profession were examined among students enrolled in dietetic programs. A survey was administered in classes or online to first- and fourth-year nutrition students in seven dietetic programs. Data were subjected to content analysis to determine why students thought more males were not choosing dietetics as a career, and what impact an increase in males choosing dietetics might have on the profession. Barriers to career choice were primarily gendered. Respondents believed an increase in male dietitians would be positive, increasing professional diversity. Specifically, more male role models would reach more male clients and increase male interest in dietetics as a career. Students also foresaw improved professional status, leading to greater professional respect and credibility. Current stereotyping would be challenged. Perspectives revealed heteronormative assumptions that would influence recruitment strategies. The findings suggest that broadening the current sex composition of the profession could be beneficial. Attitudes and practices from inside and outside the dietetic profession can influence career choice. Further research would allow a more nuanced approach to the complex and interrelated issues associated with sex and gendered behavior as they relate to the professional complement.

The Profession of Psychology Scale (Rosenthal, McKnight & Price, 2001) was used to investigate whether taking more psychology courses results in a more accurate understanding of what is required to become a psychologist. Data indicate that though misconceptions exist in both Naive students (those who had not completed any psychology courses) and…

The purpose of the paper is to present the reasons students at the Faculty of Education in Maribor, Slovenija, chose pedagogy for their study direction, and therefore becoming a teacher. A total 237 second-year students of the academic year 2003/04 were included in the research. Of the five groups of reasons for choosing this program (altruistic,…

The purpose of this paper is to describe the attitudes and perceptions among college biology and CLS/CLT students. These students were on selected college campuses at Texas universities in Houston, Dallas and the Austin/San Antonio areas for the Spring 2007 semester. Specifically, students were questioned on factors that influence their choice of field of study, career expectations, legislative measures which might be used to attract individuals to the career, and factors that will be required to keep them in the field of practice. This study was part of a larger qualitative study which included exploratory discovery and inductive logic regarding the attitudes of four focus groups in Texas. Focus groups took place on college campuses or in hotel conference rooms. (1) junior/senior-level college biology students and (2) junior/senior-level students currently enrolled in CLS/CLT programs. Focus group discussions using a standard set of questions; group sessions lasted about 45 minutes. This study was a qualitative study which included exploratory discovery and inductive logic regarding the attitudes of two groups in Texas. College biology and CLS/CLT students find the clinical laboratory science profession to be interesting and exciting as a career prospect, however, many do not see themselves remaining in the profession and perceive it does not have good prospects for career advancement. The majority of students must work to support themselves through their college education and would welcome additional grants, scholarships and loan forgiveness programs as incentives to study the clinical laboratory sciences. Students believe that additional recruitment on high school and college campuses is needed to increase the visibility of the field as career choice. The majority of students who are entering the clinical laboratory science profession do not see the profession as their final career choice, but rather a stepping stone to another career field in healthcare or a

The profession of medicine has a central role to play in ushering in the new paradigm of a health care system that will invest its efforts in health promotion and disease prevention on the one hand and in treatment and rehabilitation of the sick and injured on the other. (MLW)

Health professional education is experiencing a cultural shift towards student-centered education. Although we are now challenging our traditional training methods, our methods for evaluating the impact of the training on the learner remains largely unchanged. What is not typically measured is student-centered value; whether it was 'worth' what the learner paid. The primary aim of this study was to apply a method of calculating student-centered value, applied to the context of a change in teaching methods within a health professional program. This study took place over the first semester of the third year of the Bachelor of Physiotherapy at Monash University, Victoria, Australia, in 2014. The entire third year cohort (n = 78) was invited to participate. Survey based design was used to collect the appropriate data. A blended learning model was implemented; subsequently students were only required to attend campus three days per week, with the remaining two days comprising online learning. This was compared to the previous year's format, a campus-based face-to-face approach where students attended campus five days per week, with the primary outcome-Value to student. Value to student incorporates, user costs associated with transportation and equipment, the amount of time saved, the price paid and perceived gross benefit. Of the 78 students invited to participate, 76 completed the post-unit survey (non-participation rate 2.6%). Based on Value to student the blended learning approach provided a $1,314.93 net benefit to students. Another significant finding was that the perceived gross benefit for the blended learning approach was $4014.84 compared to the campus-based face-to-face approach of $3651.72, indicating that students would pay more for the blended learning approach. This paper successfully applied a novel method of calculating student-centered value. This is the first step in validating the value to student outcome. Measuring economic value to the student may

Health professional education is experiencing a cultural shift towards student-centered education. Although we are now challenging our traditional training methods, our methods for evaluating the impact of the training on the learner remains largely unchanged. What is not typically measured is student-centered value; whether it was ‘worth’ what the learner paid. The primary aim of this study was to apply a method of calculating student-centered value, applied to the context of a change in teaching methods within a health professional program. This study took place over the first semester of the third year of the Bachelor of Physiotherapy at Monash University, Victoria, Australia, in 2014. The entire third year cohort (n = 78) was invited to participate. Survey based design was used to collect the appropriate data. A blended learning model was implemented; subsequently students were only required to attend campus three days per week, with the remaining two days comprising online learning. This was compared to the previous year’s format, a campus-based face-to-face approach where students attended campus five days per week, with the primary outcome—Value to student. Value to student incorporates, user costs associated with transportation and equipment, the amount of time saved, the price paid and perceived gross benefit. Of the 78 students invited to participate, 76 completed the post-unit survey (non-participation rate 2.6%). Based on Value to student the blended learning approach provided a $1,314.93 net benefit to students. Another significant finding was that the perceived gross benefit for the blended learning approach was $4014.84 compared to the campus-based face-to-face approach of $3651.72, indicating that students would pay more for the blended learning approach. This paper successfully applied a novel method of calculating student-centered value. This is the first step in validating the value to student outcome. Measuring economic value to the

The diverse needs of students, faculty, administrators, and the curriculum itself, create formidable challenges when attempting to integrate mobile technology into a healthprofessions curriculum. Single technology solutions often fail in this environment because they cannot meet user needs. Multiple platform and device agnostic solutions can provide the flexibility to address curricular needs without significantly adding technological complexity. PMID:14728405

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for healthprofessions educational programs. This article presents a model for effectively incorporating technology to overcome these…

The study of healthprofessions education in the context of complexity science and complex adaptive systems involves different concepts and terminology that are likely to be unfamiliar to many healthprofessions educators. A list of selected key terms and definitions from the literature of complexity science is provided to assist readers to navigate familiar territory from a different perspective. include agent, attractor, bifurcation, chaos, co-evolution, collective variable, complex adaptive systems, complexity science, deterministic systems, dynamical system, edge of chaos, emergence, equilibrium, far from equilibrium, fuzzy boundaries, linear system, non-linear system, random, self-organization and self-similarity.

The health professional workforce of North Carolina does not reflect the rich diversity of the state's population, and the underrepresentation of various demographic groups in health care may affect the health outcomes of the state's citizens. There are opportunities for educational institutions to partner with others, share successful strategies, and implement measures to promote diversity among health professionals.

Today in the United States, the professional health workforce is not consistently prepared to provide high quality health care and assure patient safety, even as the nation spends more per capita on health care than any other country. The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions…

Objective In 2015, the Victorian Department of Health and Human Services commissioned the Victorian Allied Health Workforce Research Program to provide data on allied healthprofessions in the Victorian public, private and not-for-profit sectors. Herein we present a snapshot of the demographic profiles and distribution of these professions in Victoria and discuss the workforce implications.Methods The program commenced with an environmental scan of 27 allied healthprofessions in Victoria. This substantial scoping exercise identified existing data, resources and contexts for each profession to guide future data collection and research. Each environmental scan reviewed existing data relating to the 27 professions, augmented by an online questionnaire sent to the professional bodies representing each discipline.Results Workforce data were patchy but, based on the evidence available, the allied healthprofessions in Victoria vary greatly in size (ranging from just 17 child life therapists to 6288 psychologists), are predominantly female (83% of professions are more than 50% female) and half the professions report that 30% of their workforce is aged under 30 years. New training programs have increased workforce inflows to many professions, but there is little understanding of attrition rates. Professions reported a lack of senior positions in the public sector and a concomitant lack of senior specialised staff available to support more junior staff. Increasing numbers of allied health graduates are being employed directly in private practice because of a lack of growth in new positions in the public sector and changing funding models. Smaller professions reported that their members are more likely to be professionally isolated within an allied health team or larger organisations. Uneven rural-urban workforce distribution was evident across most professions.Conclusions Workforce planning for allied health is extremely complex because of the lack of data, fragmented

Objectives To evaluate the attitudes and readiness of students of healthcare professions towards interprofessional learning. Methodology A cross-sectional study design was used. Two different scales were used to measure the readiness for and perception of interprofessional learning; these were the 'Readiness for Interprofessional Learning Scale' and the 'Interdisciplinary Education Perception Scale'. A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in years 1 to 5 of medical, dental, pharmacy and health sciences programme. Descriptive and inferential statistics were used to analyse the data. Results The overall response rate was 83%. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also mentioned that such shared learning will help them to communicate better with patients and other professionals. The students preferred to work with individuals from their own profession. Participants from medical, dental, pharmacy, and health sciences had a difference in opinion about 'negative professional identity', a domain of the Readiness for Interprofessional Learning Scale. Based on the different year of study of the students, 'team work and collaboration', 'negative professional identity' and 'roles and responsibility' were the Interdisciplinary Education Perception Scale domains where students had a difference in opinion. Conclusions Attitudes and readiness towards interprofessional learning showed significant differences among students of various healthcare professions; these differences also depended on the students' year of study. Interprofessional learning should be incorporated in the curriculum of all healthcare professional programs, which may foster students to become competent healthcare providers and understand each profession's role. PMID:28060838

During the past three decades, the health spa industry has grown to become a viable component of our society. Many people, however, still have reservations about the sincerity of health spa proprietors. This is a result of nonprofessional management in the first years of business. Today the health spa industry finds itself with changed…

This article reviews the concept that professional psychology is synonymous with mental health. The acceptance of this concept results in limiting the potential impact that psychology has for both individuals and society. Historical antecedents of both psychology and professional psychology are considered as laying a foundation for a necessary paradigm shift from primarily mental health to health. Clinical neuropsychology, health psychology, and prescriptive authority are considered as three examples that may assist in guiding professional psychology toward inclusiveness into a broader health care arena. Limitations of the proposed paradigm and directions for its future are considered. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

Scant literature exists to describe the global health and collaboration competence of international healthcare professional volunteers. An educational program to prepare volunteers for short-term service in resource-poor settings was developed. Pre- and post- program competence and team collaboration levels were assessed in 18 healthcare professionals. A significant improvement (p < .05) occurred in global health competence after education. Formal educational preparation of international health volunteers can enhance their overall effectiveness when serving in resource-poor settings. Extensive resources for global health education are referenced.

The purpose of this feminist narrative study was to examine the experiences of women in four different healthprofessions (nursing, medicine, physiotherapy, and social work) who provided care to elderly relatives. Although caring is a central and common feature of the personal and professional lives of many women (Baines, Evans, & Neysmith, 1991;…

A study analyzed documents developed through major studies, commissions, and research efforts in pharmacy education to determine the conceptual frameworks upon which healthprofession education programs are built. Researchers conducted a content analysis of each document by organizing the sentences, words, and phrases contained in separate units…

This publication contains descriptions of 59 hospitals and other medical agencies which offer job opportunities to nurses and those trained in the allied healthprofessions. Included in the descriptions are a brief introduction, salaries and/or benefits, employment opportunities, location, and source of further information. A geographical index…

The purpose of this project is to develop and test a model secondary school counseling program emphasizing allied healthprofessions careers. This high school program developer and counselors Guide Book and Resource Kit are produced here to assist secondary schools in their efforts to systematically improve curricular experiences for increased…

Healthprofessions education scholarship units (HPESUs) are organizational structures within which a group is substantively engaged in healthprofessions education scholarship. Little research investigates the strategies employed by HPESU administrative leaders to secure and maintain HPESU success. Using institutional entrepreneurship as a theoretical lens, this study asks: Do HPESU administrative leaders act as institutional entrepreneurs (IEs)? This study recontextualizes two preexisting qualitative datasets that comprised interviews with leaders in healthprofessions education in Canada (2011-2012) and Australia and New Zealand (2013-1014). Two researchers iteratively analyzed the data using the institutional entrepreneurship construct until consensus was achieved. A third investigator independently reviewed and contributed to the recontextualized analyses. A summary of the analyses was shared with all authors, and their feedback was incorporated into the final interpretations. HPESU leaders act as IEs in three ways. First, HPESU leaders construct arguments and position statements about how the HPESU resolves an institution's problem(s). This theorization discourse justifies the existence and support of the HPESU. Second, the leaders strategically cultivate relationships with the leader of the institution within which the HPESU sits, the leaders of large academic groups with which the HPESU partners, and the clinician educators who want careers in healthprofessions education. Third, the leaders work to increase the local visibility of the HPESU. Practical insights into how institutional leaders interested in launching an HPESU can harness these findings are discussed.

Introduction: This article critiques the questions asked and methods used in research syntheses in continuing education (CE) in the healthprofessions, summarizes the findings of the syntheses, and makes recommendations for future CE research and practice. Methods: We identified 1.5 research syntheses published after 1993 in which primary CE…

Senate - 09/25/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Background The high rate of attrition among nursing students has caused some nursing leaders to think about the necessity of considering students' personality during the process of admission into nursing schools. Due to the lack of studies on Iranian nursing students' personality traits, this study was designed to assess freshmen nursing students' personality characteristics and their compatibility with the demands of the nursing profession. Methods A descriptive study was conducted at Tehran and kashan medical universities and one of the branches of Azad University. Convenience sampling was used and 52 freshmen nursing students were assessed using Holland's Vocational Interests Inventory. Results From the total participants 63.5% were females and 36.5% were males. Based on the Holland's Vocational Interests Inventory 44% did not have appropriate personality characteristics for the nursing profession. 77% of the nursing students participating in the study reported that they lacked information about nursing. Conclusion It seems that personality tests can help to select the best students for nursing schools from those who show good academic capabilities. This would decrease the rate of attrition and could improve the quality of care. PMID:16011800

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied HealthProfessions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

... 42 Public Health 1 2010-10-01 2010-10-01 false Publication of a list of allied healthprofessions... of a list of allied healthprofessions. The Secretary, acting through the Service, shall publish from time to time in the Federal Register a list of the allied healthprofessions for consideration for...

African Americans, Latinos, and American Indians are severely underrepresented in the healthprofessions. A strong case for diversity may be made on the grounds of civil rights, public health and educational benefit, and business gains. Improving the diversity of the healthprofessions requires multiprong strategies addressing the educational pipeline, admissions policies and the institutional culture at healthprofessions schools, and the broader policy environment.

09/25/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S9870-9871) (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Objective: To describe a university-based mentoring program in the food and nutritional sciences that addresses the need for multicultural professionals in allied health fields. Methods: The conceptual model for the program includes inputs (goals, resources), transformational process (professional development, social support and recognition) and…

Healthprofessions regulation today faces a myriad of challenges, due to both the perceived performance of regulatory colleges, how health systems have evolved, and even larger political and economic shifts such as the renegotiation of NAFTA. In this issue of Healthcare Papers, Wilkie and Tzountzouris (2017) describe the work of the College of Medical Laboratory Technologists of Ontario (CMLTO) to redefine professionalism in the context of these challenges. Their paper, and the comments of the responding authors in this issue highlight that there, is an overarching perception that health regulatory structures - across a range of professions - are not working as effectively as they should. Across this issue of Healthcare Papers, attention is drawn to the fact that more can be done to improve both the function and perception of professional regulatory bodies. However, each paper presents a different approach to how improvements in function and perception are possible.

This survey study assessed former students' perceptions on the efficacy of how well a newly implemented master's in healthprofessions education degree program achieved its academic aims. These academic aims were operationalized by an author-developed scale to assess the following domains: a) developing interprofessional skills and identity; b) acquiring new academic skills; and c) providing a student-centered environment. The respondents represented a broad range of health care providers, including physicians, nurses, and occupational and physical therapists. Generalizability-theory was applied to partition the variance of the scores. Student's overwhelmingly responded that the program successfully achieved its academic aims.

The study was designed to further the understanding of transphobia among students majoring in the helping professions including social work, occupational therapy, and nursing. The study's hypotheses examined the effects of transgender content in education (e.g., textbooks and lectures), religiosity, contact with transgender people, and several sociodemographic variables with transphobia. Differences in transphobia levels between social work students and those in aligned professions were also explored. The sample consisted of 600 students of a public, urban university in New York City who participated in an online survey. Measures included transphobia and transgender content scales. Students reported (75%) a deficient amount of transgender content in education, and almost one half of the sample reported moderate to high levels of transphobia. Other findings showed that transgender content in education was positively correlated with transphobia, and 1-way ANOVA showed that transphobia differed significantly across the majors. The author suggestions included increasing transgender content in textbooks, lectures, and class discussions as well as developing field sites that provide students with opportunities to serve this population.

With increasing interest and research into interprofessional learning, there is scope to more deeply understand what happens when students from different professions live and study in the same location. This study aimed to explore the issue of co-location and its effects on how students learn to work with other professions. The setting for this study was a rural health education facility in Australia with close links to local health care and community services. Philosophical hermeneutics informed the research method. Interviews were undertaken with 29 participants, including students, academic educators and clinical supervisors in diagnostic radiography, medicine, nursing, nutrition and dietetics, pharmacy, physiotherapy, occupational therapy, and speech pathology. Photo-elicitation was used to facilitate participant engagement with the topic. The findings foreground the value of interprofessional rapport building opportunities for students learning to work together. Enabled by the proximity of different professions in shared educational, clinical and social spaces, interprofessional rapport building was contingent on contextual conditions (balance of professions, shared spaces and adequate time) and individual's interpersonal capabilities (being interested, being inclusive, developing interpersonal bonds, giving and receiving respect, bringing a sense of own profession and being patient-centred). In the absence of these conditions and capabilities, negative professional stereotypes may be inadvertently re-enforced. From these findings suggestions are made for nurturing interprofessional rapport building opportunities to enable students of different professions to learn to work together.

Scholarship and publication are key contributors to career advancement in healthprofessions education worldwide. Scholarship is expressed in many ways including original research; integration and synthesis of ideas and data, often across disciplines; application of skill and knowledge to problems that have consequences for health professionals, students, and patients; and teaching in many forms. Professional publication also has diverse outlets ranging from empirical articles in peer reviewed journals, textbook chapters, videos, simulation technologies, and many other means of expression. Scholarship and publication are evaluated and judged using criteria that are consensual, public, and transparent. This three-part AMEE Guide presents advice about how to prepare and publish healthprofessions education research reports and other forms of scholarship in professional journals and other outlets. Part One addresses scholarship-its varieties, assessment, and attributes of productive scholars and scholarly teams. Part Two maps the road to publication, beginning with what's important and reportable and moving to manuscript planning and writing, gauging manuscript quality, manuscript submission and review, and writing in English. Part Three offers 21 practical suggestions about how to advance a successful and satisfying career in the academic healthprofessions. Concluding remarks encourage healthprofessions educators to pursue scholarship with vision and reflection.

Disproportionate numbers of underrepresented minorities (URMs) work in healthprofessions as compared to minority representation in the general population. Meeting the health needs of a population is predicated on health provider racial concordance. A qualitative, phenomenological approach was used to explore10 faculty participant's lived experiences, perceptions of roles in the teaching-learning process, and perceptions of at-risk URM (ARURM) student academic support needs. Colaizzi's method was used for data interpretation, revealing four themes. The first theme relates to the perceived under-preparedness of students and related consequences. The second theme represents a perceived lack of awareness and knowledge of students and faculty. The third theme represents the evolving context of the teaching-learning process. The fourth theme reflects a desire to help ARURM students at faculty and institutional levels. Data generated themes guided development of the Academy of Future Health Professionals, a four credit summer-bridge program created to provide ARURM students with additional education and socialization into professional roles. Implications for positive social change include increasing the number of ARURM students admitted to healthprofession programs of study, which may result in increasing URMs in professional practice, increasing URM professional mentors, and decreasing health disparities of URMs.

The bibliography is part of an extensive study of the barriers to women's success in the schools and practice of eight healthprofessions. It divides resources into 14 segments: one covers the healthprofessions in general; one treats women and careers in general; one is devoted to each of eight healthprofessions (medicine, osteopathic medicine,…

The growth in healthprofessions education (HPE) and a desire on the part of nurse and medical educators to disseminate their work have raised important questions about the ethical conduct of education research. At the center of the debate is the institutional review board (IRB) and its proper role in the oversight of HPE research. This article examines the IRB process and types of reviews for education research and presents an Education Project Summary Template to use for IRB reviews. PMID:26501395

The growth in healthprofessions education (HPE) and a desire on the part of nurse and medical educators to disseminate their work have raised important questions about the ethical conduct of education research. At the center of the debate is the institutional review board (IRB) and its proper role in the oversight of HPE research. This article examines the IRB process and types of reviews for education research and presents an Education Project Summary Template to use for IRB reviews.

The University of Zimbabwe College of Health Sciences (UZCHS) is Zimbabwe's premier healthprofessions training institution. However, several concerns were raised during the past decade over the quality of health education at UZCHS. The number of faculty and students declined markedly until 2010, when there was a medical student intake of 147 while the faculty comprised only 122 (39%) of a possible 314 positions. The economic and political crises that the country experienced from 1999 to 2009 compounded the difficulties faced by the institution by limiting the availability of resources. The Medical Education Partnership Initiative (MEPI) funding opportunity has given UZCHS the stimulus to embark on reforms to improve the quality of health education it offers. UZCHS, in partnership with the University of Colorado School of Medicine (UCSOM), the University of Colorado Denver Evaluation Center (UCDEC), and Stanford University designed the Novel Education Clinical Trainees and Researchers (NECTAR) program to implement a series of health education innovations to meet this challenge. Between 2010 and 2013, innovations that have positively affected the quality of healthprofessions education at UZCHS include the launch of comprehensive faculty development programs and mentored clinical and research programs for postgraduate students. A competency-based curriculum reform process has been initiated; a healthprofessions department has been established; and the Research Support Center has been strengthened, providing critical resources to institutionalize health education and research implementation at the college. A core group of faculty trained in medical education has been assembled, helping to ensure the sustainability of these NECTAR activities. PMID:25072588

Objective. To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students’ and prospective healthprofessions students’ collaboration scores. Design. Pharmacy students and prospective medical, dental, and other healthprofessionsstudents enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Assessment. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective healthprofessionsstudents increased significantly (p<0.001). Conclusions. Having prospective healthprofessionsstudents work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration. PMID:24159210

The study focused on women's education in eight healthprofessions: medicine, osteopathy, dentistry, veterinary medicine, optometry, podiatry, pharmacy, and public health. Its central tasks were to identify and explore the barriers to success that women face as school applicants and students. Almost 600 interviews were conducted with…

Objective: Care for people with dementia is considered a multi-professional challenge that requires a collaborative approach between health professionals and non-health professionals. Didactic strategies to ensure the same qualifications across these occupational groups are lacking. This article presents the joint learning of selected properties and promotive and obstructive conditions, using the example of a multi-professional Master's programme. It subsequently draws conclusions for didactic concepts. Methodology: The perceptions of 12 teachers on this Master's programme, all representing different professions, were determined by using a qualitative exploratory survey on the three stated dimensions. With the aid of a summarising content analysis, their statements were condensed and abstracted so as to deduce appropriate requirements for methodical and didactic learning scenarios. Results: In view of the fact that the students have very varied previous knowledge, the main challenge is finding a balance between expertise and tediousness. Establishing essential and common expertise, as well as sensitivity for different perspectives, is made particularly difficult by the fact that health and non-healthprofessions differ greatly in terms of methods and approaches. For a successful outcome, the content focal points and didactic and methodical concepts for a learning group need to take into account the composition of that specific group. Recourse to didactic standard concepts is only possible to a limited extent. Conclusions: The aim of joint teaching and learning of health and non-health professionals is to enhance the understanding of a profession: This is done by making individuals aware of their role in the chain of care, so they can recognise and organise the mutual conditionality of their own and external professional contributions. PMID:27280137

Many healthprofessions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist-collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across healthprofessions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.

Objective. To determine baseline attitudes of pharmacy, physician assistant studies, and communication science and disorders students toward people in poverty and to examine the effectiveness of using the online poverty simulation game SPENT to affect these attitudes. Methods. Students completed pre/postassessments using the validated Undergraduate Perceptions of Poverty Tracking Survey (UPPTS). Students played the online, open access, SPENT game alone and/or in pairs in a 50-minute class. Results. Significant improvements in scale scores were seen in students after playing SPENT. Quartile results by prescore indicated that students with the lowest attitudes towards patients in poverty improved the most. Results suggested that most students found the experience worthwhile for themselves and/or for their classmates. Conclusions. The results of this study suggest SPENT may improve perspectives of undergraduate pharmacy and other healthprofessionsstudents. PMID:27899835

Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple healthprofessions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

It is accepted that interprofessional education (IPE) has positive benefits for healthprofessionstudents, including effective communication, increased teamwork skills, and better appreciation for the roles of other healthprofessions. However, the question remains of how to effectively deliver IPE for healthprofessionsstudents in an educational environment. To address this problem, the University of Texas Southwestern School of HealthProfessions developed an IPE course, Interdisciplinary Development, Education, and Active Learning (IDEAL), incorporating seven disciplines represented within the school. The hypothesis was that a two-semester exposure to the new curriculum and related activities would have a significant positive influence on students' understanding of the elements required for effective communication (e.g., listening and interpersonal skills), teamwork skills, and understanding the roles of other healthprofessions. An assessment of a student's understanding of communication and teamwork skills was administered on the first and last day of the IDEAL course to test the hypothesis and determine if course objectives of improving student's communication and teamwork skills were met. Questions were divided into three focus areas of teamwork, listening, and interpersonal communication. Findings showed a significant (p < 0.016) increase in scores for all three areas, the largest being in teamwork. Also, results from an anonymous, open-ended survey of the overall IDEAL course at the end of the course showed overwhelming consensus regarding the success and effectiveness of the healthcare team grand rounds presentations from which the students learned about other professions and their roles on the healthcare team in a case-based format.

This study explored the impact of prior personal experience with grief on self-reported personal and professional development of graduate students in nursing, social work, counseling, pastoral care, and genetic counseling involved as cofacilitators in bereavement support groups, and of medical students observing interdisciplinary inpatient…

This study explored the impact of prior personal experience with grief on self-reported personal and professional development of graduate students in nursing, social work, counseling, pastoral care, and genetic counseling involved as cofacilitators in bereavement support groups, and of medical students observing interdisciplinary inpatient…

This report is the result of the "Allied Health and Nursing Professions Working Group" meeting which took place in Verona, Italy, November 2009, which was organised by the European Cystic Fibrosis Society, and involved 32 experts. The meeting was designed to provide a "roadmap" of high priority research questions that can be addressed by Allied Health Professionals (AHP) and nursing. The other goal was to identify research skills that would be beneficial to AHP and nursing researchers and would ultimately improve the research capacity and capability of these professions. The following tasks were accomplished: 1) a Delphi survey was used to identify high priority research areas and themes, 2) common research designs used in AHP and nursing research were evaluated in terms of their strengths and weaknesses, 3) methods for assessing the clinimetric and psychometric properties, as well as feasibility, of relevant outcome measures were reviewed, and 4) a common skill set for AHPs and nurses undertaking clinical research was agreed on and will guide the planning of future research opportunities. This report has identified important areas and themes for future research which include: adherence; physical activity/exercise; nutritional interventions; interventions for the newborn with CF and evaluation of outcome measures for use in AHP and nursing research. It has highlighted the significant challenges AHPs and nurses experience in conducting clinical research, and proposes strategies to overcome these challenges. It is hoped that this report will encourage research initiatives that assess the efficacy/effectiveness of AHP and nursing interventions in order to improve the evidence base. This should increase the quality of research conducted by these professions, justify services they currently provide, and expand their skills in new areas, with the ultimate goal of improving care for patients with CF.

The HealthProfessions Educational Assistance Act of 1976 extends health manpower training authorities through FY 1980 with significant changes to meet national needs. It is designed to produce more primary care practitioners and improve health services in manpower shortage areas, providing support for the training of healthprofessions (medicine,…

Context: Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these…

Context: Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these…

The implementation of interprofessional education for healthcare professionals has been lackluster, at best, since it was recommended by the Institute of Medicine. There have been various attempts in institutions of higher learning to meet this goal with mixed results. Herbert Wertheim College of Medicine, Florida International University has developed the Green Family NeighborhoodHELP™ (GFNHelp) program to meet this challenge. GFNHelp is an interprofessional, longitudinal, service-learning program for healthcare students. Through participation in this program medical students team up with students from other professions, such as nursing, social work, and law, and collaborate to improve health outcomes for medically underserved families in the community. This educational program emphasizes the Core Competencies of the Interprofessional Education Collaborative through community-based service-learning, allowing student teams to engage firsthand and address the impact of social determinants on health.

This survey study assessed former students’ perceptions on the efficacy of how well a newly implemented master’s in healthprofessions education degree program achieved its academic aims. These academic aims were operationalized by an author-developed scale to assess the following domains: a) developing interprofessional skills and identity; b) acquiring new academic skills; and c) providing a student-centered environment. The respondents represented a broad range of health care providers, including physicians, nurses, and occupational and physical therapists. Generalizability-theory was applied to partition the variance of the scores. Student’s overwhelmingly responded that the program successfully achieved its academic aims. PMID:26917985

Numerous explanations have been offered to explain the ubiquity and enduring nature of academic dishonesty in post-secondary education and professional programs, including dissatisfaction with curricula, disengagement from academic institutions, and poor admissions criteria for students. A pilot study in Canadian pharmacy education was undertaken…

Learning experiences and environments greatly influence mastery of competencies during training and in future career. From its nature, cadaveric dissection early in the medical training has the potential to daunt the student's interest in the medical profession during training and in the future clinical practice. This study aimed at appraising the Tanzanian first year medical students at Muhimbili University of Health and Allied Sciences on emotional and physical stress during practice in cadaver dissection room, coping strategies and attitude on dissection. 169 students completed a self administered questionnaire that assessed emotional and physical symptoms encountered during cadaver dissection. The questionnaire also asked for the coping strategies. The frequency distributions were used to summarize demographic variables, reaction and coping strategies. The commonest symptoms were disgust, fear and nausea. Curiosity, prior mental preparedness, pressure and help from the staff were the major coping strategies. About four in five students were fearful and anxious at the beginning, but the figure dropped towards the end of the dissection course. Females reported significantly higher rates of symptoms than males. Prior exposure to a dead body significantly lowered the levels of stress. Close to 95% positively favored dissection over other methods. About 90% would go through the dissection course given another chance. Almost all students would recommend the medical profession to their younger relatives. Anatomy staff and mentors should devise appropriate coping strategies including gradual introduction to dissection room, proper cadaver preparations, proper counselling and complementing dissection with videos and radiographic pictures.

Most professional health publications and presentations are not about health, but about how to avoid, prevent, or treat disease or infirmity. Better health cannot be attained by simply avoiding, preventing, or treating problems. Health efforts, therefore, should be directed toward creating physical, mental, and social wellbeing. To guide these efforts, salutogenesis, a theoretical framework about the origins or creation of health, is needed to complement the traditional pathogenesis framework that focuses on the origins and causes of disease. Salutogenic strategies are necessary to help health professionals promote positive health enhancement by making their practices about health.

Asserts that a substantial improvement in the diversity of the oral healthstudent body and eventual workforce is a critical element to achieving the goals of improving oral health and quality of life and eliminating health disparities. Offers data about the disparities, and discusses the role of the Office of the Surgeon General and of dental…

Asserts that a substantial improvement in the diversity of the oral healthstudent body and eventual workforce is a critical element to achieving the goals of improving oral health and quality of life and eliminating health disparities. Offers data about the disparities, and discusses the role of the Office of the Surgeon General and of dental…

This report presents a description and sample products of the Area Resource File (ARF), a computer-based county-specific health resources information system which consolidates U.S. data on the healthprofessions, hospital and nursing home facilities, hospital utilization levels, healthprofessions training, hospital expenditures, Medicare…

Individuals' attitudes stem partly from their personality traits, which may influence their interpersonal relationships with patients. Although personality traits are somewhat genetically determined, research has found that there are other factors, which may influence this, such as self-esteem, family, social and clinical environments and education. Part one of this article presents the methodology of a cross-sectional descriptive study that assessed the personality traits of two cohorts (n=116) of nursing/midwifery students aged 19-44 years (mean=21.5) in their third year of the nursing diploma/BSc (Hons) at the University of Malta. Data were collected by the NEO Five-Factor Inventory (Costa and McCrae, 1992a) in 2006. While acknowledging that this study limits generalisation of the findings such as, collection of data in the third year of the course, following an attrition rate of 47% (Diploma) and 23% (BSc) since the start of the course programme, the findings presented in part two shed light on the nature of personality traits of students who are attracted towards the nursing profession.

Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the healthprofessions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested. Significance for public health Models matter, as do the presuppositions that underlie their architecture. Research indicates that judgments of competence moderate outcomes such as satisfaction, trust, understanding, and power-sharing in relationships and in individual encounters. If the outcomes of health care encounters depend on the impression of competence that patients or their family members have of health care professionals, then knowing which specific communicative behaviors contribute to such impressions is not merely important – it is essential. To pursue such a research agenda requires that competence assessment and operationalization becomes better aligned with conceptual assumptions that separate behavioral performance from the judgments of the competence of that performance. PMID:25170494

Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the healthprofessions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested. Significance for public healthModels matter, as do the presuppositions that underlie their architecture. Research indicates that judgments of competence moderate outcomes such as satisfaction, trust, understanding, and power-sharing in relationships and in individual encounters. If the outcomes of health care encounters depend on the impression of competence that patients or their family members have of health care professionals, then knowing which specific communicative behaviors contribute to such impressions is not merely important - it is essential. To pursue such a research agenda requires that competence assessment and operationalization becomes better aligned with conceptual assumptions that separate behavioral performance from the judgments of the competence of that performance.

Sex and gender differences in rehabilitation are important because more than half of patients seen by allied health professionals are female. Sex- and gender-specific curricula should be audited to enhance interprofessional education in women's health. The research question was: What is the extent of information about sex and gender differences that is included in selected allied healthprofessions curricula? Student scholars from allied health programs audited courses in real time for references to sex and gender differences. The data were analyzed using content analysis. The emphasis of instruction included primarily statements of facts for the physical and occupational therapy programs and brief discussions in the athletic training program. There was a significant difference among the categories of emphasis for the programs (X2 = 391.23, p<0.05). The individual disciplines identified the majority of content in the same rank order: body systems, health statistics, and health conditions. There were significant differences in the content areas related to sex and gender differences among the three disciplines (X2 = 70.67, p<0.05). This study provided the first content analysis of sex and gender differences in selected allied healthprofessions. No textual inferences were made, but the study reported on the topics discussed and the extent of the sharing of information.

The need for health personnel in California and recommended targets for expansion of health sciences programs are presented in this report prepared for the California PostsecondarV Education Commission. The report focuses on the role of physicians, mid-level practitioners, nurses, pharmacists, dentists, optometrists, and health sciences education.…

The aim of this study was to validate a healthprofessions ethics rubric by an interprofessional team. The rubric was used by two pharmacy and two dental faculty members to score ethics cases submitted by 16 teams comprised of 80 pharmacy and 50 dental students. A debriefing session for each case was moderated by a non-rater faculty member to arrive at a consensus score for the cases. Interrater reliability was calculated for the four raters and the debriefing scores as well as the four raters without the debriefing scores. The overall interrater correlations were in the range of 0.790 to 0.906 for the four raters. Issues ranged from 0.320 to 0.758. Principles ranged from 0.610 to 0.838. Options ranged from 0.655 to 0.843. Analysis ranged from 0.667 to 0.918. Solution ranged from 0.739 to 0.886. With the inclusion of the consensus scores, the interrater correlations were even higher. The best correlations were for the overall score and solution components of the rubric. With further edits in the rubric and enhanced training by faculty raters and changes in the ethics learning session, the revised rubric could be evaluated again for grading. Further training for faculty using the rubric for grading student cases should enhance its reliability. Demonstrating to students the ethical decision making process using the rubric should enhance the validation process.

The stagnation in the supply of nurses necessitates the adoption of contextually-relevant strategies to attract recruits to the profession. The objective of this study was to understand how prospective candidates could be influenced to enter the profession, by determining what motivated current South African nurses to choose nursing as a profession. Support on entering the profession and employment security were rated as most important, while the influence of others and extrinsic rewards associated with nursing were perceived to be less important. Although private sector nurses and nurses who intended to change their employment sector were significantly more likely to rate employment security and extrinsic rewards highly, and public sector nurses and nurses from the more rural areas thought that the immediacy of support on entering the profession and intrinsic factors where more important, a homogenous approach to recruitment is possible.

Recent scandals have tarnished the integrity of the accounting profession, marking it with a modern version of the scarlet letter "A," which represented disgrace in Nathaniel Hawthorne's "The Scarlet Letter." In this study, the authors surveyed college business students on their perceptions of the accounting profession and examined how it can…

There are many challenges for educators in using distance and online education to adequately prepare students for their future professions. These challenges are accentuated in disciplines that prepare people for relational professions, which require people skills and a certain maturity of character. Educators in many disciplines, including…

There are many challenges for educators in using distance and online education to adequately prepare students for their future professions. These challenges are accentuated in disciplines that prepare people for relational professions, which require people skills and a certain maturity of character. Educators in many disciplines, including…

Recent scandals have tarnished the integrity of the accounting profession, marking it with a modern version of the scarlet letter "A," which represented disgrace in Nathaniel Hawthorne's "The Scarlet Letter." In this study, the authors surveyed college business students on their perceptions of the accounting profession and examined how it can…

The directory lists the types of preceptorship experiences (courses of study in which students receive part of their training in a health care setting outside the direct confines of the educational institution and under the supervision of a practicing professional who serves as a preceptor) available at health professional schools and also the…

This qualitative study aimed to describe the meaning of the profession to beginners in a Nursing undergraduate course. A structured interview was administered to 33 students of the first semester in a public university in Rio de Janeiro, in 2006. Ethical principles were respected. The thematic analysis revealed that, when entering the profession, the students visualize nurses as the professional who takes care of clients, in a restricted view of care, and associate Nursing practice to situations of dedication, care and love. Clarify high school students about Nursing, the labor market and Nursing areas of action could stimulate the search of the profession by people more conscious about their choice.

Pain is prevalent in clinical settings, and yet it is relatively under-represented in the education of most students in the healthprofessions. Because pain includes both sensory-discriminative and affective features, teaching students about pain presents unique challenges and opportunities. The present article describes the evolution of a new blueprint for clinical excellence that, among other competencies, incorporates a need for the emotional development of clinical trainees. The framework has been applied to the development and implementation of two new courses in pain. The first course is designed to provide a comprehensive foundation of medical knowledge regarding pain, while integratively introducing students to the affective dimensions of pain. The second course is designed to enhance students’ appreciation for the protean effects of pain through use of the humanities to represent medical experience. It is concluded that, to be most effective, fostering the emotional development of trainees in the healthprofessions necessitates the incorporation of affect-focused learning objectives, educational tasks and assessment methods. PMID:22184551

Introduction: Demonstrating the effectiveness of the rapidly expanding field of electronic continuing education (e-CE) has important implications for CE in the healthprofessions. This study provides an update on evidence from randomized controlled trials (RCTs) assessing the effectiveness of e-CE in the healthprofessions. Methods: A literature…

This report presents an overview of the status of programs of healthprofessions education in Illinois and reviews the policies related to these programs that were adopted by the Board of Higher Education in the early 1980s. Specific questions addressed are as follows: (1) Are the number, type, and distribution of healthprofessions programs…

In recent years, the healthprofessions have moved from "eminence-based" solutions to "evidence-based" problem solving. This evolution provides new opportunities to implement integrative curricula for those preparing for the healthprofessions. These new curricula can be built on the Essential Learning Outcomes identified through the Association…

Introduction: Demonstrating the effectiveness of the rapidly expanding field of electronic continuing education (e-CE) has important implications for CE in the healthprofessions. This study provides an update on evidence from randomized controlled trials (RCTs) assessing the effectiveness of e-CE in the healthprofessions. Methods: A literature…

The quantity of formalized nutrition education is shrinking in curricula of healthprofessions, such as physicians, nurses, dietitians, and pharmacists. The current nutrition education being taught in U.S. schools of healthcare professionals does not appropriately prepare students for identification of patients at nutrition risk or management of undernourished hospitalized patients with specialized nutrition therapies. In U.S. schools of pharmacy, parenteral nutrition is considered a highly specialized and advanced practice so little time is devoted to this area and more attention is focused on chronic disease state management (ie, hypertension, diabetes mellitus, and congestive heart failure). Nutrition support fellowships for physicians and nutrition support residency programs for pharmacists have dwindled in number over the years so that only a handful of these healthcare professionals are produced each year from the remaining formalized programs. Physicians, nurses, pharmacists, and dietitians can positively affect patient care, but each profession must first determine how best to integrate basic and applied nutrition concepts into their professional curricula and training programs. There must also be consensus among the healthcare professions as to the depth of nutrition education and the stage of training at which these integrations should occur. Only by having these crucial conversations among all disciplines will we be able to develop new strategies to expand nutrition education in the training of future medical practitioners.

Healthprofessionstudents are encouraged to take an elective during training and many do this overseas in tropical, low-income countries. Higher education institutions should offer advice and support on organising these placements but this varies and students may present for pre-travel health advice at their general practice or travel clinic. This article discusses how they should be advised.

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

Information about state support for healthprofessions education and for students attending healthprofessions schools is presented, based on a request by the Senate Subcommittee on Health and Scientific Research. The Subcommittee will be considering legislation, during the 96th Congress, to extend and modify Titles VII and VIII of the Public…

High vacancy rates in the clinical laboratory profession have led to the use of wage increases and financial incentives to attract and retain workers. American Society for Clinical Pathology (ASCP) surveys indicate that wages for Medical Technologists and Medical Laboratory Technicians have been steadily rising in the past few years following years of little or no increases. When adjusted for inflation, the real wage increases have even modestly exceeded the inflation rate. However, wages in the clinical laboratory remain lower than in several other allied healthprofessions with comparable educational preparation. Achieving competitive wages will be important in addressing the long-term need to attract more students to the clinical laboratory.

Nepal is a low-income, landlocked country located on the Indian subcontinent between China and India. The challenge of finding human resources for rural community health care settings is not unique to Nepal. In spite of the challenges, the health sector has made significant improvement in national health indices over the past half century. However, in terms of access to and quality of health services and impact, there remains a gross urban-rural disparity. The Patan Academy of Health Sciences (PAHS) has adopted a community-based education model, termed “community based learning and education" (CBLE), as one of the principal strategies and pedagogic methods. This method is linked to the PAHS mission of improving rural health in Nepal by training medical students through real-life experience in rural areas and developing a positive attitude among its graduates towards working in rural areas. This article outlines the PAHS approach of ruralizing the academy, which aligns with the concept of community engagement in health professional education. We describe how PAHS has embedded medical education in rural community settings, encouraging the learning context to be rural, fostering opportunities for community and peripheral health workers to participate in teaching-learning as well as evaluation of medical students, and involving community people in curriculum design and implementation. PMID:27980887

Nepal is a low-income, landlocked country located on the Indian subcontinent between China and India. The challenge of finding human resources for rural community health care settings is not unique to Nepal. In spite of the challenges, the health sector has made significant improvement in national health indices over the past half century. However, in terms of access to and quality of health services and impact, there remains a gross urban-rural disparity. The Patan Academy of Health Sciences (PAHS) has adopted a community-based education model, termed "community based learning and education" (CBLE), as one of the principal strategies and pedagogic methods. This method is linked to the PAHS mission of improving rural health in Nepal by training medical students through real-life experience in rural areas and developing a positive attitude among its graduates towards working in rural areas. This article outlines the PAHS approach of ruralizing the academy, which aligns with the concept of community engagement in health professional education. We describe how PAHS has embedded medical education in rural community settings, encouraging the learning context to be rural, fostering opportunities for community and peripheral health workers to participate in teaching-learning as well as evaluation of medical students, and involving community people in curriculum design and implementation.

This essay explores three aspects of the normal processes of adult-adult love: falling in love, being in love, and staying in love. It describes the emotions, defenses, and challenges inherent in each phase. Love is an ordinary but immensely powerful adult aspiration. As a term it is impossible to define in any singular sense. The attainment of its lofty purposes requires profound intrapsychic adjustments involving creative acts of imagination, the integration of ideals with reality, evolving adaptations to the partner, the maintenance of a positive internal image of the partner, and ongoing struggles to overcome self-interest. These adjustments have not been well characterized by the mental healthprofessions. This is ironic since a large portion of our work involves caring for love's casualties--that is, people whose miseries relate to their inability to successfully negotiate the phases of love or whose happiness is limited by their partners who cannot. Six arguments for ending professional avoidance of the topic are offered, the most compelling of which are love's relevance to both the pathogenesis of mental suffering and to the art of psychotherapeutic healing.

This report contains an outline of the method and the rationale for a project whose purpose is to develop training programs which are relevant to the specific requirements of technical occupations in nine allied healthprofessions. The nine professions are in (a) nursing, (b) inhalation therapy, (c) radiology (technician level), (d) clinical…

As one segment of a larger study of the barriers faced by women in the schools of eight healthprofessions, the study on dentistry had as its central purpose the identification of any characteristics of the profession that affect the role and status of women in dentistry and in dental schools. Information was gathered through interviews with…

This report contains an outline of the method and the rationale for a project whose purpose is to develop training programs which are relevant to the specific requirements of technical occupations in nine allied healthprofessions. The nine professions are in (a) nursing, (b) inhalation therapy, (c) radiology (technician level), (d) clinical…

Congress of the U.S., Washington, DC. House Committee on Energy and Commerce.

A bill amending the Public Health Service Act to revise and extend programs under Title VII (healthprofessions programs) is addressed in this congressional report. The bill reauthorizes for 3 years the following programs: the Health Education Assistance Loan program of insurance for market-rate student loans (the ceiling is raised); the Health…

The success of educational change inevitably depends on the quality and performance of teachers. Therefore, the importance of employing high quality teachers is crucial for educational systems. Choosing talented and committed brains to teaching career depends on making it an attractive profession. It is considered that there are some reasons why…

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to…

The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants (N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the…

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to…

The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants (N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the…

During 1998-2000, an international team of five researchers described nine innovative healthprofessions education programmes as selected by The Network: Community Partnerships for Health through Innovative Education, Service, and Research. Each researcher visited one or two schools. Criteria for selection of these nine schools included commitment to multidisciplinary and community-based education, longitudinal community placements, formal linkages with government entities and a structured approach to community participation. The purpose of these descriptions was to identify key issues in designing and implementing community-based education. Programmes in Chile, Cuba, Egypt, India, the Philippines, South Africa, Sudan, Sweden and the United States were visited. Before site visits were conducted, the researchers as a group agreed upon the elements to be described. Elements included overall institutional characteristics, curriculum, admissions practices, evaluation systems, research, service, community involvement, faculty development, postgraduate programmes and the school's relationship with government entities. Here I describe the common features of each of the nine programmes, their shared dilemmas and how each went about balancing the teaching of clinical competence and population perspectives. Based upon an analysis of the cases, I present seven "lessons learned" as well as a discussion of programme development, institutionalization of reform and long-term implications for healthprofessions education. The seven lessons are: (1) PBL and CBE are not seen as independent curricular reforms; (2) student activities are determined based upon sensitivity to locale; (3) health professionals need to work collaboratively; (4) there is a connection between personal health and population health issues; (5) population health interventions and treatment strategies need to be appropriate to local conditions; (6) graduates need to advocate for patients and the community in the

Muhimbili University of Health and Allied Sciences (MUHAS) strives to instill in its graduates skills and competencies appropriate to serving the Tanzanian population well. MUHAS leadership, working in collaboration with educators from the University of California San Francisco (UCSF), selected and trained an interdisciplinary group of faculty members to promote effective teaching. We describe the development of this group of faculty change agents - now known as the HealthProfessions Educators Group (HPEG). The HPEG invigorated the education environment at MUHAS by: engaging many colleagues in special training events that introduced new methods for teaching and assessment; encouraging innovation; and developing strong mentoring relationships. HPEG members piloted courses in education to prepare all postgraduate students as peer educators, teaching assistants, and as candidates for faculty future appointments. Creation of a 'teaching commons' reinforces the new focus on innovative teaching as faculty members share experiences and gain recognition for their contributions to quality education.

This paper reports on a study of an arts informed approach to ethics education in a healthprofessions education context. The purpose of this study was to investigate students' reported learning experiences as a result of engagement with an arts-informed project in a healthprofessions' ethics course. A hermeneutic phenomenological methodological…

This paper reports on a study of an arts informed approach to ethics education in a healthprofessions education context. The purpose of this study was to investigate students' reported learning experiences as a result of engagement with an arts-informed project in a healthprofessions' ethics course. A hermeneutic phenomenological methodological…

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice. Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

Diversifying the nation's healthprofessions is essential in order to maintain a vigorous health workforce, able to respond to the needs of all Americans. The inability of the health workforce to keep pace with the changing demographics of the nation is a major cause of the persistent inequities in access to quality health care for ethnic and racial minorities in the U.S. Ethnic and racial minorities have been underrepresented in the genetic counseling profession since its inception, despite vigorous professional initiatives to remedy this situation. Mittman and Downs published a critical review of these initiatives detailing recommendations for change in this journal in 2008. One of their major recommendations was the need to learn from, and join, efforts with other healthprofessions in seeking to increase professional diversity in genetic counseling. This paper reviews new findings on issues impacting health workforce diversity in the nation, presents a case study of a national best practice to diversify the health workforce and illuminates actions that can be taken by the genetic counseling profession. The Sullivan Alliance to Diversify the HealthProfessions is a culmination of two historic initiatives for addressing the dearth of minority health professionals and is a national catalyst for increasing diversity within the healthprofessions by forging state collaborations among institutions of higher education, healthprofessions schools and other key stakeholders.

The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various healthprofessions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the

Health disparities can negatively impact subsets of the population who have systematically experienced greater socioeconomic obstacles to health. Health disparities are pervasive across the United States and no single health care profession can tackle this national crisis alone. It is essential that all health care providers work collaboratively toward the overarching goal of systematically closing the health disparities gap. Interprofessional collaboration is the foundation needed for health care providers to support patient needs and reduce health disparities in public health. Let us reach across the silos we work within and collaborate with our colleagues. Stand up and begin thinking about our communities, our patients, and the future overall health status of the population for the United States. PMID:25960659

This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

This study addresses the gap between accounting educators and the profession. Research indicates accounting graduates are underprepared for this challenging career. The issue stems from accounting educators who only lecture and accounting students who memorize the information provided in these lectures. Accounting students need opportunities to…

This study was conducted to examine the attitudes of students enrolled in the pedagogical formation programs in order to become teachers towards the teaching profession. The students either graduated from faculties other than the education faculty or they were still enrolled in undergraduate programs of faculties other than the education faculty.…

Accounting students are generally well aware of the skills, education, and accomplishments needed to get that first job and initially enter the accounting profession. However, it is equally important that accounting students approaching graduation have a good understanding of the skills, education and accomplishments required for an experienced…

This study examines the impact of recent ethical scandals on business students' perceptions of the accounting profession and related regulatory reforms, and whether such perceptions may be differentiated by maturity. Student maturity is distinguished by age, class standing, and number of accounting classes taken so far. The study results are based…

This study examines the perception of minority students underrepresented in the medical profession regarding educational and career barriers and to ascertain gender differences on their perceptions. A 30 item educational and career barriers inventory was administered to 97 underrepresented minority (URM) students enrolled in a special premedical…

The study was conducted to ascertain attitude of students towards teaching profession in Faculty of Education, Ebonyi State University, Abakaliki. A sample of 300 students completed a 15 item questionnaire designed for the study the instrument was validated and the reliability calculated which was 0.92 using Pearson product moment correlation…

This study examines the perception of minority students underrepresented in the medical profession regarding educational and career barriers and to ascertain gender differences on their perceptions. A 30 item educational and career barriers inventory was administered to 97 underrepresented minority (URM) students enrolled in a special premedical…

The main objective of this study is to determine to what extent the values held by student teachers at the start of a university degree programme coincide with the values that practising teachers consider important for their profession. Our findings show that student teachers and practising teachers have different value profiles, and that there is…

The high prevalence of physician burnout is of great concern and may begin with observed declines in empathy and increases in stress and burnout in medical and healthprofessionsstudents. While underlying causes have been described, there is less certainty on how to create effective interventions in curricula and workplace. In October 2015, The Center for Innovation and Leadership in Education (CENTILE) at Georgetown University, together with MedStar Health, Georgetown's clinical partner, and six academic institutions sponsored a conference in Washington, DC. The goal was to discuss the current state of stress and burnout in the healthprofessions, and to share best practices on strategies to promote resilience, empathy and well-being in students, residents, faculty and practitioners across healthprofessions. In this issue of Medical Teacher, three articles address pertinent themes of the conference. Maslach and Leiter provide insights into burnout and strategies to alleviate it. Ekman and Krasner discuss various types of empathy and how neuroscience can be used to effectively cultivate empathy. In the third paper, Kreitzer and Klatt highlight three successful curricular interventions that foster self-awareness and boost resilience. Ultimately, effective strategies will be needed to address this issue at both the individual and organizational levels.

The present study investigated the impact of a Science, Technology, Engineering, Mathematics and Health (STEM+H) university-based pipeline program, the Careers in Health and Medical Professions Program, over the course of two summers among predominantly African-American high school students recruited from urban school districts (N = 155). Based on…

The present study investigated the impact of a Science, Technology, Engineering, Mathematics and Health (STEM+H) university-based pipeline program, the Careers in Health and Medical Professions Program, over the course of two summers among predominantly African-American high school students recruited from urban school districts (N = 155). Based on…

Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-professionstudents going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-professionstudents going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-professionstudents were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

It is the challenge of many health care educators to find epistemological means to create learning environments that promote critical thinking, decision making and transfer of knowledge from didactic to clinical settings in order to enhance the knowledge, skills and performance of health care students. In addition, due to a rapidly changing health care environment, healthprofessions education has been plagued with increasing quantities of complex information with waning numbers of faculty members. Investigating pedagogical strategies that address these issues is essential. Implementing carefully designed multimedia instruction (MMI) may be part of the solution. This literature review will present research regarding the effectiveness of MMI in health care education compared to traditional pedagogies. Two specific domains emerged from the literature: types of learning with MMI and the instructional design of multimedia learning environments. Regardless of the outcomes of the study, each researcher favorably described the value of MMI in health care education, citing a need for further research before universal implementation of this technology is placed in the curriculum.

This paper examines the preconceived notions accounting students in Ghana have about the accounting profession and whether these perceptions are influenced by gender and student category (graduates and undergraduates). This study was a cross-sectional survey of 516 undergraduate and 78 graduate accounting students from a public university in…

Exploratory and descriptive study with the following objectives: to identify the nursing students' feelings related to the undergraduate course and their perception towards the nursing profession. After the four-year course, 57.4% of students perceived nursing in a positive way as a profession for the future, valued, recognised, compensating even with some limitations. However, 25% of students still perceived nursing as a mechanical, manual and sacrificed profession, with a limited scientific vision and with a gap between theory and practice and as a consequence a lower recognition by the society. If current trends are maintained, the nurse's value would be much greater in the next decades within the Brazilian society according to 61% of respondents.

In July 2007, a market research report was produced by Hezel Associates on behalf of five sponsoring health education profession member organizations and the National Commission for Health Education Credentialing. The purpose of the survey was to learn about current or potential employers' knowledge, attitudes, and behaviors toward health educators and the health education profession and their future hiring practices. This article presents the background leading up to the production of this report, the major findings of the survey of employers, recommendations from the market research group regarding core messages, and implications for the profession having discovered for the first time information about employers' understanding of professionally prepared health educators. The article discusses the umbrella and key messages that may be incorporated into a marketing plan and other recommendations by the firm that should assist health educators in marketing the profession. Furthermore, this article presents reactions by leaders in this field to these messages and recommendations and concludes with next steps in this project and a call for the overall need to market the profession of health education.

Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in healthprofessions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

Teaching has always been at the core of what it means to practice in the healthprofessions. Health professionals generally accept that as part of their role they will be involved in educating future generations in their discipline. However, whilst health professional educators typically have extensive knowledge and skills in their discipline…

Index Medicus articles listed between April 1978 and March 1979 that focus on education in the healthprofessions are cited in this eleventh annual recurring bibliography. The articles are indexed under subject and author headings. They cover such topics as health occupations, dietetics, continuing education, health manpower, hospital…

A survey was conducted as part of the UCLA Allied HealthProfessions Project to determine what procedures are used in health care facility pharmacies for the performance of tasks previously selected for inclusion in a proposed curriculum for pharmacy technicians. Questionnaires were distributed to a national sample of 48 health care facilities,…

Disproportionate numbers of underrepresented minorities (URMs) work in healthprofessions as compared to minority representation in the general population. Meeting the health needs of a population is predicated on health provider racial concordance. A qualitative, phenomenological approach was used to explore 10 faculty participant's lived…

A study was conducted to examine the following three roles that education and counseling psychology play in the education of health care providers: the doctoral level educational researcher within dental and medical school; the teacher educator in the allied healthprofessions; and the primary prevention health care counselor. Data were gathered…

Social media are increasingly used in healthprofessions education. How can innovations and research that incorporate social media applications be adjudicated as scholarship? To define the criteria for social media-based scholarship in healthprofessions education. In 2014 the International Conference on Residency Education hosted a consensus conference of healthprofessions educators with expertise in social media. An expert working group drafted consensus statements based on a literature review. Draft consensus statements were posted on an open interactive online platform 2 weeks prior to the conference. In-person and virtual (via Twitter) participants modified, added or deleted draft consensus statements in an iterative fashion during a facilitated 2 h session. Final consensus statements were unanimously endorsed. A review of the literature demonstrated no existing criteria for social media-based scholarship. The consensus of 52 healthprofessions educators from 20 organisations in four countries defined four key features of social media-based scholarship. It must (1) be original; (2) advance the field of healthprofessions education by building on theory, research or best practice; (3) be archived and disseminated; and (4) provide the healthprofessions education community with the ability to comment on and provide feedback in a transparent fashion that informs wider discussion. Not all social media activities meet the standard of education scholarship. This paper clarifies the criteria, championing social media-based scholarship as a legitimate academic activity in healthprofessions education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

This study aimed at conducting a systematic review in healthprofessions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective. A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in healthprofessions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

Critical thinking is central to the function of health care professionals. However, this topic is not explicitly taught or assessed within current programs, yet the need is greater than ever, in an era of information explosion, spiraling health care costs, and increased understanding about metacognition. To address the importance of teaching critical thinking in healthprofessions education, the Shapiro Institute for Education and Research and the Josiah Macy Jr. Foundation jointly sponsored the Millennium Conference 2011 on Critical Thinking. Teams of physician and nurse educators were selected through an application process. Attendees proposed strategies for integrating principles of critical thinking more explicitly into healthprofessions curricula. Working in interprofessional, multi-institutional groups, participants tackled questions about teaching, assessment, and faculty development. Deliberations were summarized into consensus statements. Educational leaders participated in a structured dialogue about the enhancement of critical thinking in healthprofessions education and recommend strategies to teach critical thinking.

The purpose of this study was to develop and pilot test a survey of entering college students' awareness of the profession of audiology and to report the preliminary results of the survey. A survey was developed and administered in 2003 at the California University of Pennsylvania. A modified survey was administered in 2009. Survey questions asked students to identify what audiologists do and the education requirements to become an audiologist. Seventeen percent of the students self-reported that they knew what an audiologist did and were able to accurately describe the profession. Approximately 30% of the students learned about audiology from family/friends. Students reported selecting their major based on interest in a specific field and not on market-driven forces such as job opportunities and salary. Future surveys should be conducted to confirm the extent of the lack of visibility of audiology as a profession and to serve as a metric for the efficacy of future marketing efforts in the profession.

Undergraduate students in professional education programs typically rate their clinical or practicum experiences as the most important component of their entire pre-service preparation. This essay addresses the value of students' views regarding the effectiveness of practicum programs. We summarize the views of 546 post-practicum students from…

Accredited Athletic Training Education programs (ATEPs) are sponsored by over 350 universities and are housed in a variety of academic units ranging from schools of education to schools of healthprofessions. There are advantages to all stakeholders housing ATEPs in schools of healthprofessions. Formed in the 1960s, many of the early ATEPs were housed in schools of education, when most program faculty and staff were employed by athletics departments and the profession had a distinct curricular connection to coaching. Athletic training has since evolved to a health care profession, and its educational processes need to reflect this model. By housing ATEPs in units that educate other health care providers, many efficiencies and collaborative opportunities are introduced with a resulting overall improvement in the quality of the professional education of athletic trainers. The authors, directors of ATEPs housed in schools of healthprofessions, provide examples of these benefits, which include opportunities for participation in interprofessional initiatives; opportunities for faculty development and collaborative teaching among like-minded faculty; improved mechanisms for scholarship, support and funding mechanisms; and economies of scale in terms of program delivery requirements.

Aim: To explore the lived experiences of female undergraduate nursing students about nursing as a profession and the circumstances that have influenced their experience. Introduction: Nursing as a profession is a relatively new practice, and thus in the developmental stage, in the UAE. The number of national students (Emirati) who enrol in the…

Partnerships between healthprofession schools and public schools provide a framework for developing comprehensive, creative solutions to the problem of minority underrepresentation in health careers. This review examines the functioning of partner relationships, focusing on elements of the social context that determine success or failure, and stages of partnership development. Influential aspects of the social context include cultural differences between personnel in higher education and K-12 institutions, the resources available to the partnership, and constraints on partnership activity. Stages of the process that partner institutions must negotiate include initiation, ongoing management, and institutionalization. Strategies to improve minority student achievement are reviewed, including specific types of programmatic interventions and best practices. Strategies available to partnerships for improving minority achievement include academic enhancement, science or math instructional enrichment, career awareness and motivation, mentoring, research apprenticeship, reward incentives, and parental involvement. Of these, academic enhancement and instructional enrichment have the greatest potential for improving minority student outcomes. Partnerships need to take a sustained multipronged approach, providing intensive interventions that target students, teachers, and curricula at appropriate educational stages. Documenting program impact is critical for attracting more resources to increase minority access to health careers: sponsoring organizations should dedicate funds for assessment of the partnership's functioning and for rigorous evaluation of interventions.

The purpose of our research is to gain a better insight into what encourages young adults, in particular young women, to enter the teaching profession. The empirical part of the article is based on a pilot study including 132 students, with data collection being based on a survey approach using a questionnaire. The research attempts to address the…

The current and ever-growing shortage of qualified rehabilitation counselors in the country has made recruitment a high priority among rehabilitation counseling programs. This study identified factors that influenced students' decisions to choose or not choose the rehabilitation counseling profession or a particular rehabilitation counseling…

The article offers the results obtained in a study where, through the application of a survey and the development of a discussion forum with students from education majors, information about their perceptions with regard to four axes related to the future of the teaching profession was obtained, as follows: the teacher profile, the student…

The inconsistencies between the perception of the profession of nursing and the reality of practice can lead to problems in student attrition or result in disillusionment with a career in nursing after a new graduate enters practice. With the nursing shortage reaching critical levels, it is important to examine possible discrepancies that exist…

The current and ever-growing shortage of qualified rehabilitation counselors in the country has made recruitment a high priority among rehabilitation counseling programs. This study identified factors that influenced students' decisions to choose or not choose the rehabilitation counseling profession or a particular rehabilitation counseling…

The inconsistencies between the perception of the profession of nursing and the reality of practice can lead to problems in student attrition or result in disillusionment with a career in nursing after a new graduate enters practice. With the nursing shortage reaching critical levels, it is important to examine possible discrepancies that exist…

Recommendations for the preparation of health professionals in Illinois are made in order to: (1) ensure that an adequate number of health professionals are educated to meet the needs of Illinois citizens; (2) improve the distribution of available health manpower within the State; (3) enhance the access to healthprofessions education programs for…

Identifying personality types and learning style preferences of students and professionals in the allied healthprofessions can aid college students in academic achievement and in career decision making. A literature review regarding personality types and learning style preferences of students enrolled in various allied health fields is presented.…

This study aimed to identify the reasons why Science-Literature Faculty students enrolled in pedagogical formation programs and to determine their views related to their employment options. The study undertaken with qualitative method included focus group interviews with students (n=11) enrolled in pedagogical formation programs. Content analysis…

Departure among student affairs administrators in higher education has been an issue for decades (Evans, 1988; Lorden, 1998; Tull, 2006). Rates of departure from student affairs within the first five years of experience are estimated at 50% to 60% (Holmes, Verrier, & Chisholm, 1983; Lorden, 1998; Tull, 2006). However, there is very little…

This article considers how professional writing courses can prepare students in various disciplines for the workforce. Specifically, I argue for Writing in the Disciplines (WID) internships where students learn to write documents relevant for their careers while participating in practical work experiences. In the WID internships I describe,…

This article considers how professional writing courses can prepare students in various disciplines for the workforce. Specifically, I argue for Writing in the Disciplines (WID) internships where students learn to write documents relevant for their careers while participating in practical work experiences. In the WID internships I describe,…

Academic pharmacy is seen as in transition. The merging of colleges of pharmacy with various allied health programs to form a new governance structure--the college of pharmacy and allied healthprofessions--is described Institutional savings are achieved through shared administration, staff, equipment, space, other resources, and occasionally…

An analogy is drawn between the dynamics of interpersonal relationships and the relations of health educators to the health education profession. Recommended is the use of a 54-item questionnaire, the Fundamental Interpersonal Relationship Orientation - Behavior (FIRO-B), to determine what behavior a respondent expresses toward others and what…

In this study of the physical facilities of the nation's healthprofessions schools, all schools of dentistry, medicine, optometry, osteopathy, pharmacy, podiatry, public health, and veterinary medicine, and all parent institutions of the schools, were surveyed in May of 1973. The major goals of this pioneering survey were to assess the nature and…

Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in healthprofessions education. In this article, we aim to bring practical tips from the science of learning to healthprofessions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts. We conclude with the importance of attending to metacognition in our learners and ourselves. Healthprofessions education can be strengthened by incorporating these evidence-based techniques.

There is a large gulf between what psychiatric services should (or could) provide and what they do in practice. This article sought to determine practice differences between the differing professions working in adult mental health services in terms of their family focused work. Three hundred and seven adult mental health professionals completed a cross-sectional survey of family focused practices in adult mental health services. Findings highlight that social workers engaged in more family focused practice compared to psychiatric nurses, who performed consistently the lowest on direct family care, compared to both social workers and psychologists. Clear skill, knowledge, and confidence differences are indicated between the professions. The article concludes by offering direction for future profession education and training in family focused practices.

Using portfolios as vehicles for reflection and professional development was studied with 32 physical therapy students, 12 baccalaureate nursing students, and 5 master's degree nursing students. Results suggest that portfolios are useful in professional development, though they may vary in structure and complexity. (SLD)

Using portfolios as vehicles for reflection and professional development was studied with 32 physical therapy students, 12 baccalaureate nursing students, and 5 master's degree nursing students. Results suggest that portfolios are useful in professional development, though they may vary in structure and complexity. (SLD)

A workforce of knowledgeable professionals is critical to the discovery and application of best health care practices; yet, today in the United States, the professional health workforce is not consistently prepared to provide safe, high-quality health care, even as the nation spends more per capita on health care than any other country. The Institute of Medicine recently recommended creation of a continuing professional development institute (CPDI) supported as a public-private initiative. The CPDI would coordinate and guide efforts that align: (a) content and knowledge among healthprofessions; (b) regulation across states and national continuing professional development (CPD) providers; and (c) the financing of CPD, not only for improving professional performance and patient outcomes, but also for strengthening the scientific basis for the practice of CPD. With a strong scientific foundation, the community of healthprofessions educators and regulators may advance the development of health care practitioners, enhance the discipline of CPD, and improve health outcomes for patients.

We evaluated collaboration among academic and community partners in a program to recruit African American youth into the healthprofessions. Six institutions of higher education, an urban school system, two community organizations, and two private enterprises became partners to create a health career pipeline for this population. The pipeline consisted of 14 subprograms designed to enrich academic science curricula, stimulate the interest of students in health careers, and facilitate entry into professional schools and other graduate-level educational programs. Subprogram directors completed questionnaires regarding a sense of common mission/vision and coordination/collaboration three times during the 3-year project. The partners strongly shared a common mission and vision throughout the duration of the program, although there was some weakening in the last phase. Subprogram directors initially viewed coordination/collaboration as weak, but by midway through the project period viewed it as stronger. Feared loss of autonomy was foremost among several factors that threatened collaboration among the partners. Collaboration was improved largely through a process of building trust among the partners.

The Medical and Dental Global HealthProfessionsStudent Surveys (GHPSS) are surveys based in schools that collect self-administered data from students on the prevalence of tobacco use, exposure to second-hand smoke, and tobacco cessation training, among the third-year medical and dental students. Two rounds of medical and dental GHPSS have been conducted in Bangladesh, India, Myanmar, Nepal, Sri Lanka, and Thailand, among the third-year medical and dental students, between 2005 and 2006 and 2009 and 2011. The prevalence of any tobacco use among third-year male and female medical students did not change in Bangladesh, India, and Nepal between 2005 and 2006 and 2009 and 2011; however, it reduced significantly among females in Myanmar (3.3% in 2006 to 1.8% in 2009) and in Sri Lanka (2.5% in 2006 to 0.6% in 2011). The prevalence of any tobacco use among third-year male dental students did not change in Bangladesh, India, Nepal, and Thailand between 2005 and 2006 and 2009 and 2011; however, in Myanmar, the prevalence increased significantly (35.6% in 2006 to 49.5% in 2009). Among the third-year female students, a significant increase in prevalence was noticed in Bangladesh (4.0% in 2005 to 22.2% in 2009) and Thailand (0.7% in 2006 to 2.1% in 2011). It remained unchanged in the other three countries. Prevalence of exposure to second-hand smoke (SHS) both at home and in public places, among medical students, decreased significantly in Myanmar and Sri Lanka between 2006 and 2009 and in 2011. Among dental students, the prevalence of SHS exposure at home reduced significantly in Bangladesh, India, and Myanmar, and in public places in India. However, there was an increase of SHS exposure among dental students in Nepal, both at home and in public places, between 2005 and 2011. Medical students in Myanmar, Nepal, and Sri Lanka reported a declining trend in schools, with a smoking ban policy in place, between 2005 and 2006 and 2009 and 2011, while proportions of dental students

In the wake of national health care reform, development of the future health care workforce has become more important than ever. Millions of newly insured patients, many from underserved urban communities, are seeking health care services. In order to provide high-quality care to rapidly diversifying patient populations, health care professionals…

The current discussions surrounding the German health care system are being determined and defined by the concepts of "profitability", "efficiency" and "saving". These concepts also determine the demands made on this system and have had an effect on the medical profession. The economy's growing influence on physicians' decision-making and the increasing necessity to look at and regulate services under economic aspects arising from the need to save costs are seen by the medical profession as a threat to its autonomous conduct and freedom to make decisions, in other words it sees it as a danger to its medical orientation. Conflicts between medical autonomy and economic orientation in physicians' conduct are therefore already foreseeable, as are conflicts between medicine and economy in regards to who has the power to define the terms of the public health system. Objective: This article will outline the area of conflict based on the available literature. It will discuss how the political and economic regulatory attempts affect the medical profession's autonomous conduct. It will also discuss which conflicts of conduct emerge for physicians, what types of solutions the medical profession tends to develop as a reaction, and whether or not this tension between medical and economic orientation can be resolved in an acceptable way. Methodology: This article should first outline the changed economic and political basic conditions and the attempts to reform the German health care system, using this as a starting point. Following this, it will explore the significance professional autonomy acquires within the concept of profession from the point of view of the sociology of professions. With this in mind, the third part of this article will describe and analyze the effects of advanced economization on the medical profession's autonomous conduct, which has long been regarded as uncontested. This part of the article will also describe and analyze the medical profession

This study assessed perceptions of healthprofessionsstudent and faculty volunteers who participated with athletes at the 2009 Special Olympics World Winter Games in Healthy Athlete venues. The volunteers' perceptions and expectations of the abilities of intellectually disabled athletes were measured by administering pre-event and post-event questionnaires consisting of demographic questions and the Prognostic Belief Scale (PBS). Invitations to participate in the study were sent to 165 students and faculty members; of those, eighty (48.5 percent response rate) responded to the pre-event questionnaire, and sixty-seven (40.6 percent response rate) responded to the post-event questionnaire. Of the eighty respondents to the pre-event questionnaire, fifty-five (68.7 percent) also completed the post-event questionnaire. The ANOVA comparing pre- and post-event PBS scores between groups found a trend towards higher scores among the volunteers, but analysis did not demonstrate a significant effect in either group (p=.68) or the interaction of group by time (p=.46). Despite the findings from the PBS, participants' statements suggest the experience had an impact on their perceptions and expectations. Although not statistically significant, this study found a positive trend pre- to post-event in the volunteers' perceptions of the abilities of athletes with intellectual disabilities. In addition to didactic and clinical education, volunteer experiences may enhance care providers' knowledge, skill, and confidence levels for treating clients with intellectual disabilities.

Problems facing healthprofessions schools and academic health centers that can damage health were identified by the Southern Regional Education Board, along with recommendations for action within the states. Nine problems for these schools and centers concern: declining applications and enrollments for dental schools and many schools of pharmacy,…

This is a series of short biographical essays on LeBaron Russell Briggs (Harvard), Marion Talbot (University of Chicago), Thomas Arkle Clark (University of Illinois), and Lois Kimball Mathews Rosenberry. These were pioneers in student personnel work at the turn of the century. (BEF)

This program profile describes an initiative to meet the college reading and writing requirement for undergraduate students in a premedical program at St. George's University (SGU) in Grenada, West Indies. Two courses were developed in response to concerns that the existing curriculum was not meeting the specific needs of premedical students. The…

The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional…

This article summarizes the existing curricular models on death education for healthprofessionsstudents. A proposed course design for allied healthprofessionsstudents modified from Bloch's medical education objectives for a thanatology course is presented. The development of listening skills is given special emphasis. (Author/CT)

This article summarizes the existing curricular models on death education for healthprofessionsstudents. A proposed course design for allied healthprofessionsstudents modified from Bloch's medical education objectives for a thanatology course is presented. The development of listening skills is given special emphasis. (Author/CT)

The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of healthprofessions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research.

The circumstances under which medicine is practised have changed considerably in the past few decades and this together with the alternative prospects available for doctors on the labour market, has resulted in ever more of them leaving the profession. The aim of our complex study was an analysis of the professional socialisation. In this study is medical students' views regarding their staying in a medical career or leaving it and the relationship with other elements of becoming a doctor are described. The study was carried out with a self-administered questionnaire with 503 general medical students randomly selected from two Hungarian medical schools. Depending on their opinions regarding the advantages of staying in the profession or leaving it, the medical students were divided into two groups (career stayers)--57,5% of the students feel sure that, they will stay in the profession; (possible career leavers)--42,5% represented those students who were not sure if they wanted to work as doctors in the future. We analysed the similarities and differences between the two groups regarding their career socialisation. A significant difference was revealed between the two groups regarding the strength of their dedication to the profession. The medical students indicated that their decision as of leaving or staying with medicine is not conditioned by objective factors (for example: origin, financial status), but it is conditioned by subjective factors, like sense of vocation. Our results can contribute to shaping of a better professional identity during training, as well as to a better understanding of job abandoners.

Unprecedented changes in the delivery and financing of health care have produced angst and opportunity, criticism, and innovation. To explore the effects of these market-driven changes on midwifery, the University of California at San Francisco Center for the HealthProfessions convened a Taskforce on Midwifery in 1998. Consisting of eight experts from across the country, the Taskforce was charged with exploring the impact of health care system developments on midwifery, and identifying issues facing the profession and the roles midwives play in women's health care. The Taskforce answered its charge by offering 14 recommendations related to midwifery practice, regulation, education, research, and policy. The recommendations incorporate the Taskforce vision that the midwifery model of care should be embraced by, and incorporated into, the health care system in order to make it available to all women and their families. Midwives, educators, collaborators, and policymakers can use the recommendations to develop curricula, practice sites, and laws for an improved health care system that fully includes midwives and encompasses the midwifery model of care.

Individuals' attitudes stem partly from their personality traits, which may influence their interpersonal relationships with patients. Although personality traits are somewhat genetically determined, research has found that there are other factors that may influence this, such as self-esteem, family, social and clinical environments, and education. Part one of this article explained the research process of this cross-sectional descriptive study, which assessed the personality traits of two cohorts of nursing/midwifery students (n=116, aged 19-44 years) in their third year of the Diploma/BSc (Hons) programme at the University of Malta (Baldacchino and Galea, 2012). Data were collected in 2006 using the NEO Five-Factor Inventory (Costa and McCrae, 1992c). In part two, the authors demonstrate that students obtained low neuroticism scores, average openness scores, and high agreeableness, extraversion and conscientiousness scores. Irrespective of nursing/midwifery programmes, age and gender, similar mean scores were identified in all five personality domains. These findings are consistent with previous studies, with some exceptions related to significant differences in gender and religiosity. Further larger scale longitudinal research is recommended on nursing/midwifery and allied healthcare students, to exhibit a possible profile pattern across time and other influencing factors.

Disparities exist in the numbers of American Indians and Alaska Natives (AI/ANs) in the healthprofessions as compared with the general United States (US) population. Numerous factors contribute to this disparity, including inequities in education, healthcare and economic development opportunities. The basis for inequality is rooted in the policy arena. Issues in healthprofessions education blend the arenas of health policy and education policy. Although AI/ANs have a birth right to healthcare and to education programs as a result of treaties signed between the US and tribal governments, these programs are severely under funded. To understand the disparities in healthprofessions education for AI/ANs today, it is important to understand the history of US federal Indian policy over the last two centuries. Following a history of removal, assimilation, reorganization and termination, the current phase of federal Indian policy is tribal self-determination. As a result, opportunities exist to reduce disparities in the number of AI/AN health professionals and in health disparities. AI/AN tribes have the opportunity to work in partnership to coordinate health, education, social and economic development policy to increase the numbers of AI/AN health professionals. Tribes can also make it a priority to coordinate political advocacy efforts to improve funding for AI/AN health and education programs.

Allied healthcare workers are from diverse professions and the key skill required is providing evidence-based care but this concept has not permeated enough for using it skillfully in their professions. A well structured curriculum in allied healthprofessions is needed to strengthen concerted teaching, research, and practice to empower their professionals and make considerable differences in the lives of people by adopting evidence-based practice. Information sources for allied health professionals have relied on advice of their supervisors and colleagues, personal experiences, authoritative theory and texts for practice. Because of "research-practice" gap, often the use of evidence is not reflected in an individual day to day professional practice. Although allied health professionals work in resource and evidence challenged settings, there are certain barriers and facilitators, which need to be addressed. To implement practice-related research findings and uptake of evidence requires two essential components, namely, practical component and knowledge component. Research bench marking and research metrics for quality assurance and standardization through evidence-based practice will promote academic status and credibility of allied healthprofession.

A review is made of the literature on continuing education in the healthprofessions. After an overview of the study, six chapters cover continuing education in medicine -- physical composition and distribution, participation in continuing education, organization and administration, instructional processes, evaluation, and summary and conclusions.…

The objectives of this study which was conducted as part of the UCLA Allied HealthProfessions Project were: (1) to determine the percent of medical laboratory workers who perform a comprehensive list of tasks and procedures; (2) to evaluate this performance in terms of certification and specialty area; and (3) on the basis of these data, to make…

The report synthesizes and summarizes trends in the numbers and characteristics of persons who have applied to selected healthprofessions schools (i.e., allopathic medicine, osteopathic medicine, dentistry, and veterinary medicine) from 1977 to 1987. It is based primarily on data made available by the professional associations of the schools and…

In an effort to meet the growing demand for skilled radiologic technologists and other supportive personnel educated through the associate degree level, a national survey was conducted as part of the UCLA Allied HealthProfessions Project to determine the tasks performed by personnel in the field and lay the groundwork for development of…

... of designated healthprofessions schools to apply for COE funding in fiscal year (FY) 2012 and... resources, clinical education, curricula and cultural competence of schools' graduates relating to minority... funding, the PHS Act requires designated schools to meet each of four general conditions. The schools must...

Existing literature on implicit bias is fragmented and comes from a variety of fields like cognitive psychology, business ethics, and higher education, but implicit-bias-informed educational approaches have been underexplored in healthprofessions education and are difficult to evaluate using existing tools. Despite increasing attention to implicit bias recognition and management in healthprofessions education, many programs struggle to meaningfully integrate these topics into curricula. The authors propose a six-point actionable framework for integrating implicit bias recognition and management into healthprofessions education that draws on the work of previous researchers and includes practical tools to guide curriculum developers. The six key features of this framework are creating a safe and nonthreatening learning context, increasing knowledge about the science of implicit bias, emphasizing how implicit bias influences behaviors and patient outcomes, increasing self-awareness of existing implicit biases, improving conscious efforts to overcome implicit bias, and enhancing awareness of how implicit bias influences others. Important considerations for designing implicit-bias-informed curricula-such as individual and contextual variables, as well as formal and informal cultural influences-are discussed. The authors also outline assessment and evaluation approaches that consider outcomes at individual, organizational, community, and societal levels. The proposed framework may facilitate future research and exploration regarding the use of implicit bias in healthprofessions education.

The document contains 22 appendixes which were cross-referenced in the final report of a study on the University of the Pacific's interdisciplinary program called School of HealthProfessions (SHP). Items include the following: (1-A) obesity study guide; (1-B) diabetes mellitus study guide; (1-C) hypertension study guide; (2) identification and…

The effect of word processing equipment on the future medical secretarial science curriculum was studied. A literature search focused on word processing and the medical and allied healthprofessions, word processing and business education, and futuring of and changes in the secretarial science curriculum. Questionnaires to identify various aspects…

Designed as a guide to accreditation for educational programs in designated health science professions in Canada, this report provides educators with guidelines, general requirements, and requirements for specific programs. Following information on the organization, structure, goals, mission, values, philosophy, and terminology of accreditation of…

This case describes the strategies implemented in the development of an online Master's degree program in HealthProfessions Education (HPE) and an online short, Master's level diploma program. The strategies presented pertain to three of the main challenges identified: program cohesiveness, a multidisciplinary approach, and information technology…

Designed as a guide to accreditation for educational programs in designated health science professions in Canada, this report provides educators with guidelines, general requirements, and requirements for specific programs. Following information on the organization, structure, goals, mission, values, philosophy, and terminology of accreditation of…

... HealthProfessions and Nursing Programs Included in Titles III, VII and VIII of the Public Health Service... nursing training for individuals from disadvantaged backgrounds. These various programs are included in... professions and nursing grant and cooperative agreement programs that use the low-income levels to determine...

... HealthProfessions and Nursing Programs Included in Titles III, VII and VIII of the Public Health Service... nursing training for individuals from disadvantaged backgrounds. These various programs are included in... professions and nursing grant and cooperative agreement programs that use the low-income levels to...

A team at the University of Connecticut Health Center developed a model ethics and law curriculum for Hospital Ethics Committee (HEC) members. A multi-disciplinary project team composed of philosophers, lawyers, physicians, and social scientists developed a 7-day intensive bioethics/health law/medicine curriculum. The team designed the curriculum…

THE NUMBER OF PEOPLE IN HEALTH OCCUPATIONS WILL PROBABLY INCREASE FROM 2.8 TO 3.8 MILLION PERSONS BY 1975. RECENT SURVEYS OF HOSPITALS AND NURSING HOMES SHOWED THAT OVER 300,000 ADDITIONAL HEALTH WORKERS WERE NEEDED TO PROVIDE OPTIMUM PATIENT CARE. SHORTAGES EXISTED FOR MEDICAL RECORD LIBRARIANS, DENTAL HYGIENISTS, MEDICAL AND RADIOLOGIC…

The fourth paper in the sociology series examines the work of the American Talcott Parsons. His work has particular relevance to the sociology of health and illness. The concept of the sick role as a means of understanding the effects of ill health, which he proposed, is critically examined here.

The Georgetown University Health and Humanities Program is based on the concept of the university as a community concerned with the universe of knowledge. The interprofessional, interdisciplinary program serves the purposes of health professional education and enhances the quality of clinical treatment. (Author/SK)

Coaching is a dynamic field in which many forms of health promotion occur directly and indirectly on a daily basis. It would therefore be of interest to determine the extent to which research-based data has been collected pertaining to health promotion and its influence throughout coaching. Thus, the purpose of this study was to inductively…

This report examines the supply of and demand for health care professionals in the state of Georgia, including information on education, demographics, and workforce changes. Supply data analyzed included licensure and certification records; a survey of Georgia's major health care institutions provided demand data. Additionally, institutions of…

Research in Health Professional Education is performed by (1) Directors of Offices of Research in Education, (2) Behavioral Scientists employed by Health Professional schools in faculty positions, and (3) Behavioral Scientists brought in as consultants. Research conducted by Directors of Offices of Research in Education is probably of most use to…

Allied health professionals are a diverse group of health care workers who provide necessary services to patients in addition to, or in place of, services provided by physicians, nurses, and medical paraprofessionals. Two forces generating increased demand for allied health professionals are the aging of the US population and health care reform associated with the implementation of the Patient Protection and Affordable Care Act. Although the allied healthprofessions comprise nearly 60% of the health care workforce, the funding to support workforce training, faculty development, and research in the allied health fields lags substantially behind funding for the physician and nursing professions. Increased advocacy efforts are needed to increase the awareness of what the allied healthprofessions contribute to health care and to expand funding across all health care professions.

Although healthprofessions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing healthprofessions' competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges' (AAMC's) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 "new" competencies and to conflate 6 competencies into 3 to eliminate redundancy. The AAMC will use the resulting "Reference List of General Physician Competencies" (58 competencies in eight domains) to categorize resources for MedEdPORTAL and CIR. The authors hope that researchers and educators within medicine and other healthprofessions will consider using this reference list when applicable to move toward a common taxonomy of competencies.

The use of natural gas that is obtained from high-volume hydraulic fracturing (fracking) may reduce carbon emissions relative to the use of coal and have substantial economic benefits for South Africa. However, concerns have been raised regarding the health and environmental impacts. The drilling and fracking processes use hundreds of chemicals as well as silica sand. Additional elements are either released from or formed in the shale during drilling. These substances can enter the environment in various ways: through failures in the well casing; via alternative underground pathways; as wastewater, spills and leaks on the wellpad; through transportation accidents; and as air pollution. Although many of these chemicals and elements have known adverse health effects, there is little evidence available on the health impacts of fracking. These health concerns have not yet been fully addressed in policy making, and the authors recommend that the voice of health professionals should be part of the public debate on fracking and that a full health impact assessment be required before companies are given the go-ahead to drill.

Professions are organized around central concerns, or core subjects. Knowledge of a field's core subject is indispensable to effective practice, reasoning, and professional identity. In healthprofessions education, however, core subjects are often obscured by the plethora of topics and skills that must be taught, rendering them largely implicit in the learning process. Core subjects and how they are addressed in curricula thus remain under-researched in healthprofessions education. The scarcity of research can be attributed to the need for (1) explicating core subjects as the basis for learning, (2) language that describes professional education as connecting all learning to a field's core, and (3) research methods that go beyond early phases of research development, including a conceptual framework for understanding and studying core subjects. This paper presents strategies addressing each of these challenges that were developed through a pilot and a subsequent large national study of occupational therapy education. These strategies provide a foundation for dialogue and future research on the nature and function of core subjects in healthprofessions education.

Nursing education is a challenge in a developing country like India. This cross sectional study assessed the attitudes and perceptions of nursing professionals and their desired future practices. The study was conducted using a modified version of Beliefs, Attitudes and Perceived Practice questionnaire among 129 students who were undergoing undergraduate nursing programme at a selected college of nursing in Bangalore. Data was analysed and interpreted by using descriptive and inferential statistics. Forty-four (34.1%) of the subjects agreed that they were enrolled of their own interest; 43 (33.3%) of them reported that they enrolled in nursing out of their own interest and also to improve their financial situations. Only 4 (3.1%) stated that they have to protect the rights and dignity of the patients. 45 (34.9%) of the subjects indicated that the nurse-patient relationship should be both professional and a relation of sympathy. Upon graduation 69 (53.5%) of the subjects preferred to pursue the nursing career, 36 (27.9%) in academics, 12 (9.30%) wanted to change the profession. Nearly 63 (48.8%) of the subjects agreed that social prejudice has a great influence on nursing students in choosing nursing profession as their career. An urgent need is seen in the area of educating nursing students regarding patient's rights. There is also a need to improve the image of nurses in the society to attract more number of students into this noble profession. Counselling and introduction to nursing course should be introduced by all the universities, to develop positive attitudes towards nursing profession.

Just over seven percent of first-time, full-time freshmen in 1966, 1972, and 1974 named a healthprofession as their long-term career choice. Though the proportion remained fairly stable, the absolute number of aspiring health professionals increased by 37.4 percent over the eight-year period, reflecting the increase in freshmen enrollments. The…

The Salt Lake City schools' Health Careers Program gives junior and senior high school students who are considering medical profession careers an opportunity to have a two-semester internship experience in the medical field. Students earn credits while investigating various health careers. (MD)

The Salt Lake City schools' Health Careers Program gives junior and senior high school students who are considering medical profession careers an opportunity to have a two-semester internship experience in the medical field. Students earn credits while investigating various health careers. (MD)

African American, Hispanic/Latina, and American Indian/Alaska Native persons are markedly underrepresented racial and ethnic groups (UREG) in the dental hygiene profession. The purpose of this study was to survey UREG dental hygiene students to determine their perceptions of the barriers and facilitators that influenced their decision to enter the dental hygiene profession. Participants were eighty-four UREG students attending entry-level dental hygiene programs across the state of California. We conducted face-to-face interviews using a survey guide that consisted of forty-two mostly closed-ended questions. Most (57 percent) participants reported that they had either perceived or experienced barriers: primarily costs associated with the program and the lack of role models in their race/ethnicity. Almost all participants reported that there had been a person, mainly a dental professional, who influenced them to become a dental hygienist; 62 percent of these individuals were reported to be from a similar UREG group as the participant. Funding (57 percent) and emotional support from family and friends (87 percent) were the predominant facilitators employed by the participants to overcome barriers. Based on these results, we recommend three strategies to recruit more UREG students into the dental hygiene profession: more extensive outreach programs, enhanced mentoring by UREG dental professionals, and a modified admission process.

Negative attitudes between pharmacists, doctors and nurses can impact adversely on patients' medicines management. A seven-week interprofessional learning (IPL) intervention was delivered to foster positive attitudes. First-year pharmacy, nursing and medical students' attitudes were assessed using the Attitudes to Health Professionals Questionnaire before and after IPL intervention. Students viewed pharmacists, doctors and nurses as more 'caring' after IPL. Nurses were viewed as most 'caring'. Nursing and pharmacy students perceived doctors as least 'caring' before and after IPL whereas medical students viewed pharmacists as least 'caring'. Students perceived their own profession as more 'caring' than others did. The three-way analysis of variance showed a significant difference between student groups (p<0.0001), professions (p<0.0001) and before-and-after IPL (p<0.005). Findings suggest that students' attitudes are more positive after they have worked together during seven weeks of IPL. Each student group view their own profession more positively than others. Views become more aligned after this IPL intervention. Time may be an important factor in allowing for attitudes to change. IPL can help foster positive attitudes between doctors, pharmacists and nurses, which may facilitate effective collaboration and thus enhance patients' medicines management.

Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically underrepresented in science and healthprofessions. This report describes college and career outcomes among graduates of the Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums, research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance. A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups. Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree (among those admitted to college, and excluding those currently attending college). In contrast, among 25-34-year old California adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP's 4-year college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes the role of universities as "high school interventionists" to help diversify healthprofessions.

It would be unusual to find a current medical school administrator or faculty member who has not heard the phrase "literature and medicine" or who does not know that literature is taught in various forms-short stories, novels, poems, essays-at many points in the curriculum at U.S. medical schools. Yet the phrase is used in slippery if not elusive ways, with no clear referent common to all who use it. This article focuses on three theoretical and pedagogical uses for literature in medical, healthprofessions, and interprofessional education: close reading, ethical or moral inquiry, and drawing illustrations. Summaries of these approaches are provided, followed by demonstrations of how they might work in the classroom by using the story "Blankets," by Native American writer Sherman Alexie.Close reading requires reading slowly and carefully to enrich an initial encounter with a text. Ethical or moral inquiry turns to literary representations to challenge readers' assumptions and prejudices. Literature offers rich, provoking, and unusual depictions of common phenomena, so it can be used to draw illustrations. Although each approach can be used on its own, the authors argue that reading closely makes the other two approaches possible and meaningful because it shares with the diagnostic process many practices critical to skilled interprofessional caregiving: paying attention to details, gathering and reevaluating evidence, weighing competing interpretations. By modeling a close reading of a text, faculty can demonstrate how this skill, which courts rather than resists ambiguity, can assist students in making ethical and compassionate judgments.

The racial/ethnic composition of our nation is projected to change drastically in the coming decades. It is therefore important that the healthprofessions improve their efforts to provide culturally competent care to all patients. We reviewed literature concerning health care disparities and workforce diversity issues--particularly within the oral health field--and provide a synthesis of recommendations to address these issues. This review is highly relevant to both the medical and public healthprofessions, because they are facing similar disparity and workforce issues. In addition, the recent establishment of relationships between oral health and certain systemic health conditions will elevate oral health promotion and disease prevention as important points of intervention in the quest to improve our nation's public health.

The racial/ethnic composition of our nation is projected to change drastically in the coming decades. It is therefore important that the healthprofessions improve their efforts to provide culturally competent care to all patients. We reviewed literature concerning health care disparities and workforce diversity issues—particularly within the oral health field—and provide a synthesis of recommendations to address these issues. This review is highly relevant to both the medical and public healthprofessions, because they are facing similar disparity and workforce issues. In addition, the recent establishment of relationships between oral health and certain systemic health conditions will elevate oral health promotion and disease prevention as important points of intervention in the quest to improve our nation’s public health. PMID:17077406

The size, composition, distribution, and skills of the health care workforce will determine the success of health care reform in the United States. Whatever the size of the workforce that will be required in the future to meet society's needs, how health professionals are educated merits additional attention. Reform of healthprofessions education is needed in the following six critical areas: interprofessional education, new models for clinical education, new content to complement the biological sciences, new educational models based on competency, new educational technologies, and faculty development for teaching and educational innovation. Institutional and public policies need to support these innovations and the closer integration of education reform and health care delivery reform.

Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution…

Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution…

Codes of ethics abound in health care, the aims and purposes of which are multiple and varied, from operating as a decision making tool to acting as a standard of practice that can be operational in a legal context to providing a sense of elevated seriousness and professionalism within a field of practice. There is some doubt and controversy,…

Codes of ethics abound in health care, the aims and purposes of which are multiple and varied, from operating as a decision making tool to acting as a standard of practice that can be operational in a legal context to providing a sense of elevated seriousness and professionalism within a field of practice. There is some doubt and controversy,…

A few years ago, the National Institutes of Health National Center for Complementary and Alternative Medicine funded a program called the Complementary and Alternative Medicine (CAM) Education Project. Grantees were 14 medical and nursing schools and the American Medical Student Association, which funded six additional medical schools. Grants were awarded in cohorts of five per year in 2000, 2001, and 2002-2003. The R25 grant recipients identified several major themes as crucial to the success of integrating CAM into healthprofessions curricula. The rationale for integrating CAM curricula was in part to enable future health professionals to provide informed advice as patients dramatically increase the use of CAM. Success of new CAM education programs relied on leadership, including top-down support from institutions' highest administrators. Formal and informal engagement of key faculty and opinion leaders raised awareness, interest, and participation in programs. A range of faculty development efforts increased CAM-teaching capacity. The most effective strategies for integration addressed a key curriculum need and used some form of evidence-based practice framework. Most programs used a combination of instructional delivery strategies, including experiential components and online resources, to address the needs of learners while promoting a high level of ongoing interest in CAM topics. Institutions noted several benefits, including increased faculty development activities, the creation of new programs, and increased cross- and inter-university collaborations. Common challenges included the need for qualified faculty, crowded and changing curricula, a lack of defined best practices in CAM, and post-grant sustainability of programs.

Increasing variety in working patterns and the appearance of new forms of shift schedules in the different occupational sectors, including health services, have raised great concern about the quality of working life and job performance. The aim of this paper is to present a systematic review of the literature on the effects on health of irregular schedules in healthcare professionals. Computer and manual searches of databases, and discussion with experts, were used to identify relevant studies. No conclusive evidence was found to favour any particular work system, although there is evidence that extended workdays (9-12 h) should be avoided as much as possible. There is need for carefully designed studies in order to evaluate the long-term consequences of work schedules in healthcare workers.

Mental health practitioners often come across a number of challenges in their clinical practice. One such challenge that posed a management dilemma presented with the history of reincarnation. This subject has been discussed in non-scientific literature at length but there is an absolute paucity in scientific literature. This paper describes a case where a boy presented with memories of previous life that started haunting him and caused significant anxiety. The subject of reincarnation needs extensive research in order to understand and manage the resultant clinical challenges.

Modern conceptions of education are based on normative goals concerning learning outcomes in terms of competencies to acquire. The objective of the Swiss competencies framework was to define general and profession-specific learning outcomes for Bachelor's and Master's degree programmes in nursing, physiotherapy, occupational therapy (ergotherapy), midwifery, nutrition counselling, and technicians in medical radiology. In addition, national authorities needed an instrument that allowed the integration of the old professional trainings into a nationally-harmonised education system and that showed the specificities of the levels (higher vocational education; bachelor and master degree at university level). While the general learning outcomes were derived from legal bases, the profession-specific learning outcomes are elaborated according to the competency-based CanMEDS framework. In the CanMEDS framework, knowledge, skills, and attitudes are condensed into meta-competencies which in turn are divided into seven roles, including the medical expert (central role). Taxonomic characteristics and indicators were elaborated in an iterative process that involved regulators, the universities of applied sciences and professional organisations. For the degree programmes mentioned above, the framework developed focuses not only on professional expertise, but also on collaboration with other healthprofessions. Moreover, the interface-management in care taking processes is a critical success factor. Based on this conception, three levels of objectives were identified: general competencies, profession-specific learning outcomes and learning objectives to be implemented in the universities of applied sciences. The general competencies are composed of four dimensions and apply to all health professionals. The profession-specific learning outcomes for the Bachelor's and Master's degree programmes are outlined with 3 to 5 indicators each in all seven professions concerned. The

With the increase in continuing education programs being developed for more health professionals, more information for decision making is essential. A study was conducted to define costs of continuing education programming and to examine the productivity of the professional staff. Sixty-one programs were developed and offered in a semi-rural setting over a four-year period. Of the programs analyzed, 39.4% were interdisciplinary programs, 26.2% were allied health programs, 21.3% were nursing programs, and 13.1% were miscellaneous programs. During the four-year period, there were 4,528 participants. A total of 27,835 instructional units were generated. The direct program expenses totalled $47,411, with a cost per instructional unit of $1.70. To determine the total cost of programming, the supporting staff salaries were allocated to the programs and added to the direct program expenses. Staff salaries were allocated in three ways: by program, by participant, or by instructional unit. Based on the allocations, the average total cost per program was $3,488; the average total cost per participant was $47; and the average total cost per instructional unit was $7.65. Staff productivity figures were derived by comparing the numbers of programs offered to the full-time equivalency staff for a given period. Professional staff productivity was found to be equivalent to approximately seven programs per year with about 500 participants.

To compare empathy scores between healthprofessionsstudents (pharmacy and nursing) and non-healthprofessions (law) students and between first- and third-year students. The Jefferson Scale of Physician Empathy-Student Version was completed by 282 students. Nursing and pharmacy students had significantly more empathy than did law students. Third-year pharmacy students scored higher on empathy than did first-year pharmacy students, whereas the converse was true for nurses. There was no significant difference in empathy between first- and third-year law students. Across the study years, empathy increased among pharmacy students, decreased among nurses, and remained the same among law students. Women scored higher on empathy than did males. Empathy scores among university students vary depending on discipline and year of study.

MedEdPORTAL is a unique web-based peer-reviewed publication venue for clinical health educators sponsored by the Association of American Medical Colleges (AAMC). The open exchange of educational resources promotes professional collaboration across healthprofessions. In 2008, the American Dental Education Association (ADEA) collaborated with AAMC to allow dental educators to use the platform to publish dental curriculum resources. Oral health is integral to general health; hence, collaboration among health care professionals brings enormous value to patient-centered care. The aim of this study was to conduct a current survey of metrics and submission statistics of MedEdPORTAL resources. The data were collected using the MedEdPORTAL search engine and ADEA and AAMC staff. The data collected were categorized and reported in tables and charts. Results showed that at the time of this study there were over 2,000 medical and dental resources available to anyone worldwide. Oral health resources constituted approximately 30 percent of the total resources, which included cross-indexing with information relevant to both medical and dental audiences. There were several types of dental resources available; the most common were the ones focusing on critical thinking. The usage of MedEdPORTAL has been growing, with participation from over 190 countries and 10,000 educational institutions around the world. The findings of this report suggest that MedEdPORTAL is succeeding in its aim to foster global collaborative education, professional education, and educational scholarship. As such, MedEdPORTAL is providing a new forum for collaboration and opens venues for promising future work in professional education.

The 4-year military HealthProfessions Scholarship Program (HPSP) provides funds for medical school tuition, books, and a monthly stipend in exchange for a 4-year military commitment (to receive all physician bonuses, an additional 3 months must be served). To analyze the economics of the HPSP for students with an interest in neurosurgery by comparing medical school debt and salaries of military, academic, and private practice neurosurgeons. Salary and medical school debt values from the American Association of Medical Colleges, salary data from the Medical Group Management Association, and 2009 military pay tables were obtained. Annual cash flow diagrams were created to encompass 14.25 years that spanned 4 years (medical school), 6 years (neurosurgical residency), and the first 4.25 years of practice for military, academic, and private practice neurosurgeons. A present value economic model was applied. Mean medical school loan debt was $154,607. Mean military (adjusted for tax-free portions), academic, and private practice salaries were $160,318, $451,068, and $721,458, respectively. After 14.25 years, the cumulative present value cash flow for military, academic, and private practice neurosurgeons was $1 193 323, $2 372 582, and $3 639 276, respectively. After 14.25 years, surgeons with medical student loans still owed $208 761. The difference in cumulative annual present value cash flow between military and academic and between military and private practice neurosurgeons was $1,179,259 and $2,445,953, respectively. The military neurosurgeon will have little to no medical school debt, whereas the calculated medical school debt of a nonmilitary surgeon was approximately $208,000.

The state and federal governments, along with private industry, play an important role in the development of a healthprofession. State governments establish training standards through licensure laws, and state programs dictate employment and payment opportunities. The federal government unifies a profession through recognition in national health…

The state and federal governments, along with private industry, play an important role in the development of a healthprofession. State governments establish training standards through licensure laws, and state programs dictate employment and payment opportunities. The federal government unifies a profession through recognition in national health…

Describes the development, over many years, of a unified code of ethics designed to represent the professional needs of various health education professionals working in the field. The code of ethics for the health education profession is included. It focuses on responsibility to: the public; the profession; employers; health education delivery:…

Describes the development, over many years, of a unified code of ethics designed to represent the professional needs of various health education professionals working in the field. The code of ethics for the health education profession is included. It focuses on responsibility to: the public; the profession; employers; health education delivery:…

The supportive role of the built environment for human health is a growing area of interdisciplinary research, evidence-based policy development, and related practice. Nevertheless, despite closely linked origins, the contemporary professions of public health and urban planning largely operate within the neoliberal framework of academic, political, and policy silos. A reinvigorated relationship between the two is fundamental to building and sustaining an effective “healthy built environment profession.” A recent comprehensive review of the burgeoning literature on healthy built environments identified an emergent theme which we have termed “Professional Development.” This literature relates to the development of relationships between health and built environment professionals. It covers case studies illustrating good practice models for policy change, as well as ways professionals can work to translate research into policy. Intertwined with this empirical research is a dialogue on theoretical tensions emerging as health and built environment practitioners and researchers seek to establish mutual understanding and respect. The nature of evidence required to justify policy change, for example, has surfaced as an area of asynchrony between accepted disciplinary protocols. Our paper discusses this important body of research with a view to initiating and supporting the ongoing development of an interdisciplinary profession of healthy planning. PMID:23028393

The supportive role of the built environment for human health is a growing area of interdisciplinary research, evidence-based policy development, and related practice. Nevertheless, despite closely linked origins, the contemporary professions of public health and urban planning largely operate within the neoliberal framework of academic, political, and policy silos. A reinvigorated relationship between the two is fundamental to building and sustaining an effective "healthy built environment profession." A recent comprehensive review of the burgeoning literature on healthy built environments identified an emergent theme which we have termed "Professional Development." This literature relates to the development of relationships between health and built environment professionals. It covers case studies illustrating good practice models for policy change, as well as ways professionals can work to translate research into policy. Intertwined with this empirical research is a dialogue on theoretical tensions emerging as health and built environment practitioners and researchers seek to establish mutual understanding and respect. The nature of evidence required to justify policy change, for example, has surfaced as an area of asynchrony between accepted disciplinary protocols. Our paper discusses this important body of research with a view to initiating and supporting the ongoing development of an interdisciplinary profession of healthy planning.

Codes of ethics abound in health care, the aims and purposes of which are multiple and varied, from operating as a decision making tool to acting as a standard of practice that can be operational in a legal context to providing a sense of elevated seriousness and professionalism within a field of practice. There is some doubt and controversy, however, regarding the value and use of these codes both in professional practice and in the education of healthcare professionals. I intend to review and analyze the various aims and purposes of ethics codes particularly within the study and practice of healthcare in light of various criticisms of codes of ethics. After weighing the strength and import of these criticisms, I plan to explore effective means for utilizing such codes as part of the ethics education of healthcare professionals. While noting significant limitations of this tool, both in practice and in education, I plan to demonstrate its potential usefulness as well, in both generating critical thinking within the study of ethics and as a guide for practice for the professional.

Objective. To develop a Web-based preceptor education resource for healthcare professionals and evaluate its usefulness. Methods. Using an open source platform, 8 online modules called “E-tips for Practice Education” (E-tips) were developed that focused on topics identified relevant across healthcare disciplines. A cross-sectional survey design was used to evaluate the online resource. Ninety preceptors from 10 health disciplines affiliated with the University of British Columbia evaluated the E-tips. Results. The modules were well received by preceptors, with all participants indicating that they would recommend these modules to their colleagues, over 80% indicating the modules were very to extremely applicable, and over 60% indicating that E-tips had increased their confidence in their ability to teach. Conclusion. Participants reported E-tips to be highly applicable to their teaching role as preceptors. Given their multidisciplinary focus, these modules address a shared language and ideas about clinical teaching among those working in multi-disciplinary settings. PMID:23193332

This report, the first of a series of annual reports mandated by the Public Health Service Act as amended by the HealthProfessions Educational Assistance Act of 1976 (P.L. 94-484), describes and analyzes the status of healthprofessions personnel in the United States. The professions covered are medicine, osteopathy, dentistry, optometry,…

This study investigated the career choice and aspirations of early phase dental students in the four dental schools in South Africa, namely the University of the Western Cape (UWC), University of the Witwatersrand (Wits), University of Limpopo (Medunsa) and University of Pretoria (UP). Willing participants completed a self-administered questionnaire (n=184). Motivations for entering a dentistry programme were similar across race and university, with wanting a secure job most often stated as an important factor. For a third of respondents, dentistry was not a first choice. Amongst the White students, it was a first choice for 82% compared with 59% amongst Black Africans. Expected income five-years after graduation also differed significantly across race and university, with White and UP students expecting to earn considerably higher than the others. About 36% of students were concerned about the levels of personal debt related to studying, with the White and Asian students less concerned. Those who expected lower levels of income from the profession were more concerned about personal debts. Most students planned to enter general dental practice (GDP) after community service, almost all White and Wits students expressed this intention, compared with only 35% of Black Africans and 39% of Medunsa students. Orthodontics and Maxillofacial & Oral Surgery were the most popular specialities of choice. The professional attribute "Has a friendly manner and good relationship with patients" was ranked high most often. In conclusion, career advice may not need to be tailored differently for the different racial groups. There is however a need for further investigations on how to address the concerns of financial security which may be realised by the practice of dentistry, and in particular the racial disparities observed in expectations of the profession. This study further highlights the need for government financial assistance for students from under-represented groups.

Clinical research is of major importance to today's society, as scientific evidence is increasingly demanded as a basis for progress, whether this involves developing new healthcare products, improving clinical practice and care protocols or progress in prevention. Clinical research therefore requires professionals who are both experienced and increasingly well trained. Against this background, allied health professionals are becoming involved more and more, both as team members supporting clinical research projects and as managers or coordinators of projects in their own field. Clinical research activities provide an ideal opportunity for continuing professional development. All of this means that the professional skills of the allied healthprofessions and clinical research support professions must be enhanced, their role promoted in the context of lecturer status and in the longer term, their status recognised by the supervisory authorities.

This article compares the gender and health politics of the German and the French medical professions, which incorporated military command structures into their civilian self-conception. Mobilized doctors committed themselves to the new circumstances and opportunities offered by the war. They applied the established military spatial 'map' which distinguished between the male-dominated front and the female-dominated home front and turned it into an epidemiological map, identifying danger zones which arose from points of contact between men and women. The analysis singles out two case studies: the rapid spread of venereal disease and psychiatric disorders. These case studies allow for a comparative analysis of the following questions: How did doctors assess the impacts of the war on the individual and the society as a whole? How did they view the war's impact on conventional gender orders, individual and national health? And how did they see their own role as a part of an independent civilian profession?

For nearly 40 years, outcome-based models have dominated programme evaluation in healthprofessions education. However, there is increasing recognition that these models cannot address the complexities of the healthprofessions context and studies employing alternative evaluation approaches that are appearing in the literature. A similar paradigm shift occurred over 50 years ago in the broader discipline of programme evaluation. Understanding the development of contemporary paradigms within this field provides important insights to support the evolution of programme evaluation in the healthprofessions. In this discussion paper, we review the historical roots of programme evaluation as a discipline, demonstrating parallels with the dominant approach to evaluation in the healthprofessions. In tracing the evolution of contemporary paradigms within this field, we demonstrate how their aim is not only to judge a programme's merit or worth, but also to generate information for curriculum designers seeking to adapt programmes to evolving contexts, and researchers seeking to generate knowledge to inform the work of others. From this evolution, we distil seven essential elements of educational programmes that should be evaluated to achieve the stated goals. Our formulation is not a prescriptive method for conducting programme evaluation; rather, we use these elements as a guide for the development of a holistic 'programme of evaluation' that involves multiple stakeholders, uses a combination of available models and methods, and occurs throughout the life of a programme. Thus, these elements provide a roadmap for the programme evaluation process, which allows evaluators to move beyond asking whether a programme worked, to establishing how it worked, why it worked and what else happened. By engaging in this process, evaluators will generate a sound understanding of the relationships among programmes, the contexts in which they operate, and the outcomes that result from them

This chapter describes the mental health status of international students in institutions of higher education, unique challenges these students face and their impact on mental health, and suggestions for ways to address these challenges.

This chapter describes the mental health status of international students in institutions of higher education, unique challenges these students face and their impact on mental health, and suggestions for ways to address these challenges.

At least three factors may be driving the evolution of the vape shop industry, a rapidly growing market sector that specializes in the sales of electronic cigarettes: (1) the tobacco industry, (2) the public health sector and its diverse stakeholders, and (3) consumer demand. These influences and the responses of the vape shop sector have resulted in a rapidly changing landscape. This commentary briefly discusses these three factors and the implications for the healthprofessions, as they address the vape shop industry and its consequences for public health.

At least three factors may be driving the evolution of the vape shop industry, a rapidly growing market sector that specializes in the sales of electronic cigarettes: (1) the tobacco industry, (2) the public health sector and its diverse stakeholders, and (3) consumer demand. These influences and the responses of the vape shop sector have resulted in a rapidly changing landscape. This commentary briefly discusses these three factors and the implications for the healthprofessions, as they address the vape shop industry and its consequences for public health. PMID:25967071

The first courses for public health nurses in Norway were held in the 1920s-1930s. In 1957, the Act regulating public health nursing was passed. Norwegian public health nurses have a primary role in promoting health and preventing illnesses. Their role has changed with a changing society. This article shows some of the challenges the nurses have faced. It focuses on collaboration, tasks, leadership and authority/status. The study's intentions are exploratory. It looks into how the nurses experience their changing role. A single case with an embedded design is the method chosen; the case is 'Changes in the role of the Norwegian public health nurse during the period 1984-2005'. Document analysis and interviews are sources of evidence. The findings show that public health nurses' visibility seems to be an important issue. There are some divergences between relevant literature on the nurses' professional status and the views of the nurses in the study. Several other public health professionals have lost tasks and formal positions of authority. The nurses interviewed still feel that they are a respected and trusted profession despite being less visible. A recent study among parents who frequent local clinics confirms their important role. Can the nurses' lack of visibility have undesired outcomes? A profession that is unassuming, not visible and that fights silent battles may have problems being heard when it tries to promote issues concerning family health. Further studies are indicated.

The need for interprofessional teamwork and the global challenges for health care systems of dramatically increasing numbers of older adults have received increased recognition in gerontological and geriatrics education. The authors report on the pilot development of a hybrid course on aging and health for graduate-level healthprofessionsstudents from Norway, Canada, and the United States. International faculty from partnering universities developed, taught, and evaluated the course. Course assignments included online forum postings, reflections, and a problem-based learning group assignment and presentation. Directed readings and discussion included topics related to health care systems and services in the three participating countries, teamwork, and patient-centered care. To evaluate the course, quantitative and qualitative data were collected and analyzed. Results indicate a significant impact on student learning outcomes, including understanding of issues in international aging and health, attitudes and skills in teamwork, and application to clinical practice. This course clearly established the importance of developing innovative interprofessional educational experiences that respond to the increasingly universal impacts of aging populations on health and social care systems around the world.

A personnel management problem exists within dental public health that interferes with its mission of improving the nation's oral health. A major cause of this problem may be that many administrators who write position descriptions and hire professional staff are unaware of differences between clinical and public health dental practitioners. A marketing plan has been developed to address this lack of awareness about proper use of dental public health professionals. Its main goal is to establish more appropriate personnel and employment practices within dental public health. The expected outcomes of this plan could assist both recipients of dental public health services and members of the profession. The purpose of this article is to introduce the marketing strategy to dental public health professionals.

This case study sought to understand veterinary students' perceptions and experiences of the Healer's Art (HART) elective to support well-being and resilience. Students' "mindful attention" was assessed using the MAAS-State scale. Course evaluations and written materials for course exercises (artifacts) across the 2012-2015 cohorts of Colorado State University's HART veterinary students (n=99) were analyzed for themes using a grounded theory approach, followed by thematic comparison with analyses of HART medical student participants. HART veterinary students described identity/self-expression and spontaneity/freedom as being unwelcome in the veterinary curriculum, whereas HART medical students described spirituality as unwelcome. HART veterinary students identified issues of "competition" and "having no time," which were at odds with their descriptions of not competing and having the time to connect with self and peers within their HART small groups. HART veterinary students shared that the course practices of nonjudgment, generous listening, and presence (i.e., mindfulness practices) helped them build relationships with peers. Although not statistically significant, MAAS pre-/post-scores trended in the positive direction. HART provides opportunities for students to connect with self and foster bonds with peers and the profession, factors that are positively associated with resilience and wellness.

Objective: This paper provides an overview of the state of evidence-based practice (EBP) in nursing and selected allied healthprofessions and a synopsis of current trends in incorporating EBP into clinical education and practice in these fields. This overview is intended to better equip librarians with a general understanding of the fields and relevant information resources. Included Professions: Professions are athletic training, audiology, health education and promotion, nursing, occupational therapy, physical therapy, physician assisting, respiratory care, and speech-language pathology. Approach: Each section provides a description of a profession, highlighting changes that increase the importance of clinicians' access to and use of the profession's knowledgebase, and a review of each profession's efforts to support EBP. The paper concludes with a discussion of the librarian's role in providing EBP support to the profession. Conclusions: EBP is in varying stages of growth among these fields. The evolution of EBP is evidenced by developments in preservice training, growth of the literature and resources, and increased research funding. Obstacles to EBP include competing job tasks, the need for additional training, and prevalent attitudes and behaviors toward research among practitioners. Librarians' skills in searching, organizing, and evaluating information can contribute to furthering the development of EBP in a given profession. PMID:17971887

Understanding and applying nutrition knowledge and skills to all aspects of health care are extremely important, and all health care professions need basic training to effectively assess dietary intake and provide appropriate guidance, counseling, and treatment to their patients. With obesity rates at an all-time high and the increasing prevalence of diabetes projected to cost the Federal government billions of dollars, the need for interprofessional nutrition education is paramount. Physicians, physician assistants, nurses, nurse practitioners, pharmacists, dentists, dental hygienists, occupational therapists, physical therapists, speech and language pathologists, and others can positively affect patient care by synchronizing and reinforcing the importance of nutrition across all specialty areas. Although nutrition is a critical component of acute and chronic disease management, as well as health and wellness across the health care professions, each profession must reevaluate its individual nutrition-related professional competencies before the establishment of meaningful interprofessional collaborative nutrition competencies. This article discusses gaps in nutrition education and training within individual healthprofessions (ie, nursing, pharmacy, dentistry, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders on how to build further capacity within the individual professions for basic and applied nutrition education. This “gaps methodology” can be applied to all healthprofessions, including physician assistants, physical therapists, speech and language pathologists, and occupational therapists. PMID:24646823

Understanding and applying nutrition knowledge and skills to all aspects of health care are extremely important, and all health care professions need basic training to effectively assess dietary intake and provide appropriate guidance, counseling, and treatment to their patients. With obesity rates at an all-time high and the increasing prevalence of diabetes projected to cost the Federal government billions of dollars, the need for interprofessional nutrition education is paramount. Physicians, physician assistants, nurses, nurse practitioners, pharmacists, dentists, dental hygienists, occupational therapists, physical therapists, speech and language pathologists, and others can positively affect patient care by synchronizing and reinforcing the importance of nutrition across all specialty areas. Although nutrition is a critical component of acute and chronic disease management, as well as health and wellness across the health care professions, each profession must reevaluate its individual nutrition-related professional competencies before the establishment of meaningful interprofessional collaborative nutrition competencies. This article discusses gaps in nutrition education and training within individual healthprofessions (ie, nursing, pharmacy, dentistry, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders on how to build further capacity within the individual professions for basic and applied nutrition education. This "gaps methodology" can be applied to all healthprofessions, including physician assistants, physical therapists, speech and language pathologists, and occupational therapists.

Efforts in the field of multicultural education for the healthprofessions have focused on increasing trainees' knowledge base and awareness of other cultures, and on teaching technical communication skills in cross-cultural encounters. Yet to be adequately addressed in training are profound issues of racial bias and the often awkward challenge of cross-racial dialogue, both of which likely play some part in well-documented racial disparities in health care encounters. We seek to establish the need for the skill of dialoguing explicitly with patients, colleagues, and others about race and racism and its implications for patient well-being, for clinical practice, and for the ongoing personal and professional development of health care professionals. We present evidence establishing the need to go beyond training in interview skills that efficiently "extract" relevant cultural and clinical information from patients. This evidence includes concepts from social psychology that include implicit bias, explicit bias, and aversive racism. Aiming to connect the dots of diverse literatures, we believe healthprofessions educators and institutional leaders can play a pivotal role in reducing racial disparities in health care encounters by actively promoting, nurturing, and participating in this dialogue, modeling its value as an indispensable skill and institutional priority.

The Internet, in all of its forms and functions, is well on the way to becoming the most ubiquitous technology of the 21st century. It is changing the way the world does business, the way formal education is conducted, and the way humans interact with each other. The Internet already has become an invaluable tool for formal health education and for the delivery by health professionals of information, training, and education to their employees and patients. With new paradigms for health on the horizon, modem Internet technologies will transform health care practice and systems delivery. In this report, the authors focus attention on the use of distance learning/distance education technologies and their relationship to, and use in, the healthprofessions.

Youth, its objectives, readiness for life, education are the future of Lithuania. One of the major solutions of a young person is related to the choice of a future profession, and this solution is influenced by many factors: certain demands, calls and interests, capabilities and intellect, character and temperament, goals and values. The results…

From analysing qualitative questionnaires, a group interview, and instructor interviews, this study explores the impact of viewing expert demonstration videotapes on students' learning processes, their identification as counsellors, and understanding of the counselling profession. Commonly, students selectively choose what they see and how they…

From analysing qualitative questionnaires, a group interview, and instructor interviews, this study explores the impact of viewing expert demonstration videotapes on students' learning processes, their identification as counsellors, and understanding of the counselling profession. Commonly, students selectively choose what they see and how they…